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2005 Core Knowledge® National Conference, Moving With Your Roots, 7th Grade

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Moving With Your Roots Grade Level or Special Area: 7th Grade Written by: Elizabeth Berg, James Irwin Charter Middle School, Colorado Springs,

CO Length of Unit: 10 lessons, one/month; each lesson spread over five days, 10-15

minutes/day I. ABSTRACT

This unit on Greek and Latin roots of English uses the “learning through movement” approach (Total Physical Response developed by Dr. James Asher). Multi-sensory activities (hearing, doing meaningful gestures, seeing, saying, reading, writing) promote rapid acquisition and long-term retention. Review games and activities sequence into vocabulary exercises where students apply knowledge of these roots to English terms. Review of the Greek and Latin roots from Grade 6 Core Knowledge is included. Students are initially given an historical background to the history of the English language that links to the Core Knowledge history learned in previous years.

II. OVERVIEW

A. Concept Objectives 1. Understand that Greek and Latin ideas and words have contributed to English

etymology. 2. Develop an awareness of how to identify Greek and Latin roots and phrases to

comprehend text. (Colorado State Standard: Reading and Writing Grade Level Expectation 7.1.G)

B. Content from the Core Knowledge Sequence 1. Grade 7: English; Writing, Grammar, and Usage: Vocabulary (p. 159) 2. Grade 6: English; Writing, Grammar, and Usage: Vocabulary (pp. 134-135) 3. Ancient Greece and Ancient Rome, Grade 6: History and Geography (Core

Knowledge Sequence, pp. 138-139) C. Skill Objectives

1. Students understand that English vocabulary has been influenced by Greek and Roman civilizations and languages.

2. Students can identify the meaning of the targeted Greek and Latin roots. 3. Students can identify at least one English word that uses each root. (Colorado

Grade Level Expectations, Reading and Writing, 7.3.H.). 4. Students can use resources such as dictionaries to check for Greek or Latin

etymology, spelling and meaning.

III. BACKGROUND KNOWLEDGE A. For Teachers

1. Le Mot Juste, A Dictionary of Classical & Foreign Words & Phrases, by John Buchanan-Brow, et al.

2. “English Etymology” in the Introduction of Wheelock’s Latin by Frederick M. Wheelock

B. For Students 1. Norman Conquest, Grade 4: History and Geography: Europe in the Middle Ages:

(Core Knowledge Sequence, pp. 91-92) 2. Copernicus and Galileo, Grade 5: History and Geography: Renaissance and the

Reformation: Reformation (Core Knowledge Sequence, p. 114)


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3. Ancient Greece and Ancient Rome, Grade 6: History and Geography (Core Knowledge Sequence, pp. 138-139)

4. History & Geography (6th Level), Pearson Learning Core Knowledge, chapter 3, especially pp. 93-94

5. Grade 6: Vocabulary (Core Knowledge Sequence, pp. 134-135)

IV. RESOURCES A. Several good English dictionaries (ideally a class set) that include Greek and Latin roots

in the definitions (the author used Webster’s New World Dictionary of the American Language, College Edition, World Publishing Company, 1962. Library of Congress Catalog Number: 64-12965)

B. Wall size world map or standard globe V. LESSONS

Lesson One: English Etymology: Where Did English Come From? (one day, approximately 20 minutes) A. Daily Objectives

1. Concept Objective(s) a. Understand that Greek and Latin ideas and words have contributed to

English etymology 2. Lesson Content

a. Norman Conquest, Grade 4: History and Geography: Europe in the Middle Ages: (Core Knowledge Sequence, pp. 91-92)

b. Copernicus and Galileo, Grade 5: History and Geography: Renaissance and the Reformation: Reformation (from the Core Knowledge Sequence, p. 114)

c. Ancient Greece and Ancient Rome, Grade 6: History and Geography (Core Knowledge Sequence, pp. 138-139)

d. Grade 6: Vocabulary (Core Knowledge Sequence, pp. 134-135) 3. Skill Objective(s)

a. Students will identify Greek and Latin as two languages that have contributed to English words and ideas.

b. Students identify languages spoken by ancient Greeks and ancient Romans.

B. Materials 1. Appendix A, chart of the history of English, make into an overhead transparency 2. Appendix B, Background Information for the History of the English Language –

teacher reference, suggested content and assessment questions 3. Appendix C, English Language Addition, made into a transparency or written on

the board 4. World map or globe

C. Key Vocabulary

1. Romance languages – languages that came from Latin via Roman civilization [Note: “Romance” must be capitalized for this meaning]

2. Etymology – Greek for “study of the real or true” (meanings of words) 3. Anglo-Saxons: the group of people living in Britain from AD 449 on. Anglo-

Saxon is the language spoken by these people groups. 4. Heliocentric – Greek for “having the sun as the center” from Copernicus’ theory

(Grade 5: History, Core Knowledge Sequence, p. 114)


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5. Atom- Greek for “that which can’t be cut or divided” (Grade 7: Science, Core Knowledge Sequence, p. 175)

6. Democracy – Greek for “ruled by the people” (Grade 6: History, Core Knowledge Sequence, p. 138)

7. Echo – Greek mythology (Grade 6: English, Core Knowledge Sequence, p. 136) 8. Magnificent, from the Latin root MAGNUS, meaning “large or great” (Grade 6:

English: Vocabulary, Core Knowledge Sequence, p. 136) 9. Decade, from the Latin root DECEM, meaning “ten” (Grade 6: English:

Vocabulary, Core Knowledge Sequence, p. 136) 10. Aquarium, from the Latin root AQUA, meaning “water” (Grade 6: English:

Vocabulary, Core Knowledge Sequence, p. 136)

D. Procedures/Activities 1. Provide a brief review of Ancient Greece and the contributions of Greek culture

provided in Appendix B, #2. Use Appendix A as an overhead, uncovering it progressively as you discuss the history of the English language. Use a map or globe to show location of Greece.

2. Provide a brief review of Ancient Rome and how Roman culture developed (provided in Appendix B, #3), referring to the second row on the overhead of Appendix A. Use a map or globe to show the location of Rome.

3. Provide a brief review of how Christianity spread through the Roman Empire (see Appendix B, #4), especially that the conversion of Emperor Constantine influenced the Christian church to use Latin as the primary language of religious matters. Continue to use Appendix A as an overhead, uncovering the related portion.

4. Using a map or globe, show where different languages developed that come directly from Latin, called Romance languages (see Appendix B, #5): France (French), Spain (Spanish), Italy (Italian), and Portugal (Portuguese). Uncover the related portions of the overhead of Appendix A.

5. Explain how Latin and French came to Britain (see Appendix B, #6), continuing to refer to Appendix A as an overhead, uncovering the last section. Use a map or globe to show the location of Britain and Normandy.

6. Explain how Latin has been woven into English, using aqua, magnus, decem, and phone. Ask students for English words that use these roots. (Suggested procedures are in Appendix B, #7.)

7. Explain how Greek roots continued to be borrowed in English for new terms (See Appendix B, #8).

8. Bringing closure: write the “English Language Addition” formula from Appendix C on the board or use an overhead and fill in the blanks (the underlined words below) as you go through the following summary. There are two ancient languages that have contributed significantly to forming English: Greek ideas and words were borrowed by Roman scholars and passed into Latin, and then from Latin into English. Latin spread through the Roman influence, culture, and conquests. Latin continued to be used in education and in religious settings even throughout the Middle Ages. Latin slowly changed into French spoken in Gaul (France) during more than 1000 years. In AD 1066, the Normans brought French to Britain under Norman rule, starting. Add this to Anglo-Saxon that was already spoken in Britain, and all these languages, added in varying quantities, made up the English language as we recognize it by the time of Shakespeare.


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E. Assessment/Evaluation 1. Oral questions to evaluate knowledge, analysis, and synthesis of content (see

Appendix B: Assessment Questions). Lesson Two: September’s Roots and Phrases (five days, approximately 10-15 minutes/day)

A. Daily Objectives 1. Concept Objective(s)

a. Identify that English has been influenced by Greek and Roman ideas and languages.

b. Develop an awareness of how to identify Greek and Latin roots to comprehend text.

2. Lesson Content a. [Note to Teacher: The Greek and Latin roots for this unit are all in the

Grade 7 Vocabulary in the Core Knowledge Sequence, page 159. The monthly selection of the roots in this unit differs from the Core Knowledge K-8 Guide which proposes teaching the roots in alphabetical order. However, teaching similar roots like AB and AD or HYPER and HYPO in close proximity can cause unnecessary confusion of those terms and slow or muddle the learning process. The monthly selection of roots here are intentionally not in alphabetical order to avoid that confusion.]

b. AD [L] - to, forward c. BENE [L] - good/well (pronounced /be-ne/) d. FRAGILIS [L] – breakable (pronouced /frah – ji-lis/) e. RE [L] - back, again (pron. /reh/) f. SUB [L] – under g. VOCO [L] – call (pron. /voh-coh/) [NB: In Classical Latin, the “v” is

pronounced like a “w” making this /wo-ko/ which may confuse the students unnecessarily. The Latin used in the Middle Ages used the /v/ sound as we do in English. Most students (unless they are studying Classical Latin), will probably learn more quickly if you pronounce the “v” in traditional English manner. Core Knowledge schools in which Classical Latin is taught may opt to use classical pronunciation.]

h. Four roots to review from Grade 6 Vocabulary (pp. 134-135): AQUA = water; DECEM = ten; MAGNUS = great; PHONE = sound or voice

3. Skill Objective(s) a. Students understand that English vocabulary has been influenced by

Greek and Roman civilizations and languages b. Students can demonstrate the meaning of ten selected Greek and Latin

roots by gestures and in oral and written forms. c. Students can identify at least one English word that uses each root. d. Students will learn dictionary skills to discern if a word has a specific

Greek or Latin root, and how that root contributes to the English definition.

B. Materials 1. At least several good English dictionaries that have etymological notes (e.g.,

Webster’s New World Dictionary of the American Language); it is preferable to have a class set so that all students can learn dictionary skills to verify if an English word has a certain root

2. Appendix C, English Language Addition for review of Lesson One


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3. Appendix D, Procedures for Learning Roots Through Gestures 4. Write the Greek and Latin roots for September on large cards or strips of paper (8

½” x 3 ½”) so that the class can comfortably read them when you hold them up; write the English definition on the back for your own reference; laminating these cards can be helpful

5. Appendix E, Different Methods of Oral Review 6. Appendix F (p. 1), September Teacher Reference: Roots, Suggested Gestures,

etc. 7. Appendix G (p. 1), September Worksheet (one per student) 8. Appendix H, Quiz 1 – September Roots (one per student) 9. Appendix H, Key Quiz 1

C. Key Vocabulary 1. Ad - advocate, advance, adverb 2. Bene - beneficial, benefit 3. Fragilis - fragile, fragment 4. Re - react, reply, return 5. Sub - subdue, subject, subtract, submarine 6. Voco - vocal, voice, vociferous 7. Aqua - aquarium, aquatic 8. Decem - decade, decimal 9. Magnus - magnificent, magnify 10. Phone - telephone, phonograph

D. Procedures/Activities 1. [Note to Teacher: the entire procedure for teaching the roots through gestures

over five days is given in Appendix D. These procedures should be followed for best application of Total Physical Response (TPR) methods.]

2. DAY 1: Briefly review Appendix B or C with students, either orally or with a visual on the board or overhead (1 minute) to review why English has so many Greek and Latin roots.

3. Refer to the suggested gestures in Appendix F, September Teacher Reference (page 1) and use the procedures described in Appendix D, for “DAY 1”to teach AD, BENE, FRAGILIS, RE, SUB, VOCO.

4. DAY 2: Follow the procedures for “DAY 2” in Appendix D to review the roots from Day 1 and introduce the two Grade 6 review roots (AQUA and DECEM), referring to Appendix F, page 1, for suggested gestures and possible English vocabulary.

5. DAY 3 – Have a volunteer student be the “teacher” as described in Appendix E (Different Methods of Review), acting as “Volunteer Teacher – Level 1”.

6. Follow the procedures in Appendix D for “DAY 3” to introduce the last two Grade 6 review roots: MAGNUS and PHONE.

7. Distribute Appendix G: September Worksheet (page 1), one per student. a. Model for students how to look words up in a dictionary and find the

Greek or Latin roots noting where the dictionary indicates if the word is from Greek or Latin. Look up “benefactor.” The dictionary you use may have you refer to a previous entry such as “benefaction” to see the roots broken down to BENE (well) + FACERE (to do). If the students have not been taught a Greek or Latin root (e.g., FACERE), only focus on the root they do know.

b. Have the students write “benefactor” in the blank under the column labeled “English Words” for BENE.


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c. Have the students analyze “benefit” on the back of the worksheet. First have them write the word and underline it. Underneath that, have them write the root word, BENE = “good, well.” Under that, have them write a short definition. This is what they should have written: benefit Root: BENE = good, well Definition: anything contributing to an improvement, an advantage

d. Guided Practice: Have the students look up the word “advocate.” Webster’s New World Dictionary lists the roots as AD and VOCARE. Explain that different dictionaries may use a different form of VOCO and by reading the meaning you can tell if the root is actually the same. In this case VOCO and VOCARE are the same root. (Literally, VOCO means “I call” and VOCARE means “to call.”)

e. Help students find another word that uses the Latin root AD and have them record it on the worksheet. See if students can find several different English words that have AD as a root. Have them write one of the words in the blank under the column labeled “English Words” for AD.

f. You can assign the rest of this worksheet as homework or have them do this in class.

8. DAY 4 – Have students turn in their September Worksheet. Go over correct responses orally. (Use Appendix F, p. 1, September Teacher Reference, to provide correct responses and for grading the worksheet.)

9. Follow the procedures for “DAY 4” in Appendix D to review all ten roots using one of the alternate methods for review games in Appendix E.

10. Choose one or two English words that have developed from Greek and Latin roots for September (see Appendix F, page 1), and have students analyze them on the board, writing the English, the root, and the definition as described in Appendix D, “DAY 4” in item #5.

11. DAY 5 – (Note: You will need to return the graded worksheets to the students at least one day before “Day 5” in order to allow them to have the worksheet to review for the quiz.) Follow procedures for “DAY 5” in Appendix D to review roots.

12. Administer Quiz 1, Appendix H.

E. Assessment/Evaluation 1. Daily visual/oral checks for accurate responses of the gestures and meanings of

the roots 2. Written assessment (Quiz 1)

Lesson Three: October’s Roots & Phrases (five days, approximately 10-15 minutes/day)


a. Develop an awareness of how to identify Greek and Latin roots to comprehend text.

2. Lesson Content a. AUTO [Gk] – self (pronounced /otto/) b. CIRCUM [L] – around (pron. /sir-cum/) [NB: In Classical Latin, the “c”

is pronounced with a hard “k” sound, making the pronunciation /keer


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kum/. Like the “v” in Lesson 2, this may be unnecessarily confusing to students. Unless the students are also learning Classical Latin, it will be easier to use the pronunciation from the Middle Ages which is closer to English.]

c. HYPER [G] – over, beyond (pron. /hī – per/) d. MALUS [L] – bad (pron. /mah-lus/) e. POLIS [G] – city (pron. /poh – liss/) f. TRANS [L] – across g. Four roots to review from Grade 6 Vocabulary (p. 134-135): BI = two;

DUO = two; TRI = three; UNUS = one 3. Skill Objective(s)

a. Students can demonstrate the meaning of ten selected Greek and Latin roots by gestures and in oral and written forms.

b. Students can identify at least one English word that uses each root. c. Students will learn dictionary skills to discern if a word has a specific

Greek or Latin root, and how that root contributes to the English definition.

B. Materials 1. At least several good English dictionaries that have etymological notes 2. Appendix D, Procedures for Learning Roots Through Gestures 3. Write the Greek and Latin roots for October on large cards or strips of paper (8

½” x 3 ½”) so that the class can comfortably read them when you hold them up. Write the English definition on the back for your own reference. Use a different color paper as for the September roots. Laminating these cards can be helpful.

4. Appendix E, Different Methods of Oral Review 5. Appendix F (pp. 1-2), Sept.-Oct. Teacher Reference: Roots, Suggested Gestures,

etc. 6. Appendix G (p. 2), October Worksheet (one per student) 7. Appendix I, Quiz 2 – October Roots (one per student) 8. Appendix I, Key Quiz 2

C. Key Vocabulary

1. Auto – automobile, autocrat, automatic 2. Circum – circulate, circumference, circumlocution 3. Hyper – hypertension, hyperactive 4. Malus – malady, malice 5. Polis – metropolis, political 6. Trans – transfer, transcontinental 7. Bi – bisect, bipartisan, biceps 8. Duo – duplex, duplicate, duplicity 9. Tri – trilogy, triangle, triple, triplet, triplicity, tripod 10. Unus – unanimous, unilateral

D. Procedures/Activities

1. DAY 1: Review the roots, gestures, and meanings of September’s roots (Appendix F, p. 1).

2. Referring to the suggested gestures in Appendix F (page 3), October Teacher Reference, use the procedures described in Appendix D, for “DAY 1”to teach AUTO, CIRCUM, HYPER, MALUS, POLIS, and TRANS.


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3. DAY 2: Follow the procedures for “DAY 2” in Appendix D to review the roots from Day 1 and introduce the two Grade 6 review roots (BI and DUO), referring to Appendix F, page 2, for suggested gestures and possible English vocabulary.

4. DAY 3 – Have a volunteer student be the “teacher” as described in Appendix E, #1-3, (Different Methods of Oral Review with Movement). Include roots from previous September.

5. Follow the procedures in Appendix D for “DAY 3” to introduce two more Grade 6 review roots, TRI and UNUS and incorporate them into the overall review.

6. Distribute Appendix G (page 2), October Worksheet, one per student. 7. Have students look up “advocate” and analyze together how AD and VOCO

contribute to the definition of “advocate.” Have the students write the following on the back of their worksheet: Advocate Roots: AD = to, toward VOCO = call Definition: To speak in support of something

8. Have students look up “circulate” and analyze together how CIRCUM (around) contributes to the definition of “circulate.” Have the students write the following on the back of their worksheet: Circulate Root: CIRCUM = around Definition: To move in a circle or a circuit (Note: A written analysis of “advocate” and “circulate” done in this way will be on the October quiz. It is important for the teacher to give lots of modeling of this format, especially in the early months of the unit.)

9. Have the students start the October worksheet. Guide them in using the dictionary if they are unsure of how to find English words’ roots. Assign the remainder of the worksheet as homework or have them finish it in class at your discretion.

10. DAY 4 – Have students turn in their October Worksheet. Go over correct responses orally. (Use Appendix F, p. 2, October Teacher Reference, to provide correct responses and for grading the worksheet.)

11. Follow the procedures for “DAY 4” in Appendix D to review all ten new roots and ten roots from September using one of the alternate methods for review games in Appendix E and to analyze some of the English words for the roots provided in Appendix F, pages 1-2.


13. Administer Quiz 2, Appendix I.

E. Assessment/Evaluation 1. Daily visual/oral checks for accurate responses of the gestures and meanings of the

roots 2. Written assessment (Quiz 2)

Lesson Four: November’s Roots and Phrases (five days, approximately 10-15 minutes/day)



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a. Identify that English has been influenced by Greek and Roman civilization via Greek and Latin roots.


2. Lesson Content a. CHRONOS [G] – time (pronounced /kroh noss/) b. DEMOS [G] – people (pron. /deh moss/) c. EX [L] – from, out of d. JUDEX [L] a judge ( pron. /joo dex/) [NB: In Classical Latin this is

pronounced “yoo-dex.”] e. PAN [G] – all f. SEQUOR [L] – follow (pron. /seh kwor/) g. Four roots to review from Grade 6 Vocabulary (p. 134-135): ANNUS =

year; GE = earth; MIKROS = small; OMNIS = all 3. Skill Objective(s)

a. Students will identify Greek and Latin as two languages that have contributed to English words and ideas.

b. Students can demonstrate the meaning of ten selected Greek and Latin roots by gestures and in oral and written forms.

c. Students can identify at least one English word that uses each root. d. Students will learn dictionary skills to find English words that use the

Greek and Latin roots

B. Materials 1. Appendix A, Chart of the history of the English language 2. At least several good English dictionaries that have etymological notes 3. Appendix D, Procedures for Learning Roots Through Gestures 4. Write the Greek and Latin roots for November on large cards or strips of paper (8

½” x 3 ½”) with the English definition written on the back. Use a different color paper as for the September or October roots.

5. Appendix E, Different Methods of Oral Review 6. Appendix F (pp. 1-3), Sept.-Nov. Teacher Reference: Roots, Suggested Gestures,

etc. 7. Appendix G (page 3), November Worksheet (one per student) 8. Appendix J, Quiz 3 – November Roots (one per student) 9. Appendix J, Key Quiz 3 – November Roots

C. Key Vocabulary

1. Chronos [G] – chronological, chronic 2. Demos [G] – democracy, epidemic, [not “demonstrate] 3. Ex [L] – exclaim, exhaust, express, expect 4. Judex [L] – judge, prejudice, judicial 5. Pan [G] – panorama, panacea, Pan-American, Pan-German 6. Sequor [L] – sequel, subsequent 7. Annus [L] - annual, anniversary 8. Ge [G] – geology, geography 9. Mikros [G] – microscope, microfilm, microcosm 10. Omnis [L] – omnipotent, omniscient, omnipresent



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1. DAY 1: Show the overhead of Appendix A and briefly review the history of the English language, making sure students can identify the language of Rome as Latin.

2. Review the roots, gestures, and meanings of September’s and October’s roots (refer to Appendix F, pages 1-2)

3. Referring to the suggested gestures in Appendix F, page 3 (November Teacher Reference), use the procedures described in Appendix D, for “DAY 1”to teach CHRONOS, DEMOS, EX, JUDEX, PAN, and SEQUOR.

4. DAY 2: Follow the procedures for “DAY 2” in Appendix D, to review the roots from Day 1 and introduce the two Grade 6 review roots (ANNUS and GE), referring to Appendix F, page 3, for suggested gestures and possible English vocabulary.

5. DAY 3 – Use one of the methods described in Appendix E (Different Methods of Review) to quickly review all eight roots for the current month. After students have had several times to review these roots, include roots from previous months.

6. Follow the procedures in Appendix D for “DAY 3” to introduce two more Grade 6 review roots: MICROS and OMNIS and incorporate them into the overall review.

7. Distribute Appendix G (page 3), November Worksheet, one per student. 8. Have students look up “automatic” and analyze together how AUTO (self)

contributes to the definition (something that moves/operates as if by itself). Have them write this on the back of their worksheets in the following way: automatic Root: AUTO = self Definition: moving (as if) by itself

9. Do the same with “subsequent.” Ask if they can find both roots (SUB – under, and SEQUOR- follow). Ask for ideas of how the meanings of the roots contribute to the definition of “subsequent” (something that comes after, something that follows after). Have them write the word, root, and definition on the back of the worksheet: subsequent Roots: SUB = under SEQUOR = follow Definition: something that comes after

10. Have the students start the November worksheet. Guide them in using the dictionary if they are unsure of how to find English words’ roots. Assign the remainder of the worksheet as homework or have them finish it in class at your discretion.

11. DAY 4 – Have students turn in their November Worksheet. Go over correct responses orally. (Use Appendix F, p. 3, November Teacher Reference, to provide correct responses and for grading the worksheet.)

12. Follow the procedures for “DAY 4” in Appendix D to review all ten new roots and the roots for previous months using one of the alternate methods for review games in Appendix E. Analyze some of the English words for the roots provided in Appendix F, pp. 1-3, using the process described in Appendix D for “DAY 4.”

13. Make a list on the board of any English words with Greek or Latin roots that students are using in their different subject areas (history, science, literature).

14. DAY 5 – (Note: You will need to return the graded worksheets to the students at least one day before “Day 5” in order to allow them to have the worksheet to review for the quiz.) Follow procedures for “DAY 5” in Appendix D to review all 30 roots, with particular emphasis on the most recent ten roots.


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15. Administer Quiz 3, Appendix J.

E. Assessment/Evaluation 1. Oral responses (for history of the English language) 2. Daily visual/oral checks for accurate responses of the gestures and meanings of


Lesson Five: December’s Roots and Phrases (five days, approximately 10-15 minutes/day)



2. Lesson Content a. CELER [L] – swift (pronounced /sell-er/ or in Classical Latin, /kell er/] b. FINIS [L] – end (pronounced /fee nees/) c. MORPHE [G] – form (pron. /mor feh/) d. SCRIBO [L] – write (pron. /scree boh/) e. SOLVO [L] – loosen (pron. /sol voh/, or in Class. Latin, /sol woh/) f. VALEO [L] – be strong (pron. /val eh oh/, or in Class. Latin, /wah leh

oh/) g. Four roots to review from Grade 6 Vocabulary (p. 134-135): ASTRON =

star; DICO or DICTUM = say, thing said; PHOTO = light; THERMOS = heat

3. Skill Objective(s) a. Students can demonstrate the meaning of ten selected Greek and Latin

roots by gestures and in oral and written forms. b. Students can identify at least one English word that uses each root.

Students will learn dictionary skills to find English words that use the Greek and Latin roots.

B. Materials 1. At least several good English dictionaries that have etymological notes,

preferably a class set 2. Appendix D, Procedures for Learning Roots Through Gestures 3. Write the Greek and Latin roots for December on large cards or strips of paper (8

½” x 3 ½”) with the English definition written on the back. Use a different color paper as for the previous roots, if possible.

4. Appendix E, Different Methods of Oral Review 5. Appendix F (pp. 1-4), Sept.-Dec. Teacher Reference: Roots, etc. 6. Appendix G (p. 4), December Worksheet (one per student) 7. Appendix K, Quiz 4 – December Roots (one per student) 8. Appendix K, Key to Quiz 4 – December Roots

C. Key Vocabulary

1. Celer [L] – accelerate, celerity 2. Finis [L] – confine, finality, finish 3. Morphe [G] – metamorphosis, amorphous 4. Scribo [L] – scribble, inscribe, scribe, Scripture, manuscript 5. Solvo [L] – solution, dissolve, solvent 6. Valeo [L] – prevail, valiant, valor, value


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7. Astron [G] – astronaut, astronomy, astral, aster 8. Dico or dictum [L] - dictation, dictionary, edict, dictator, predict 9. Photo [G] photograph, photon, photocopy 10. Thermos [G] – thermostat, thermometer, photothermic


1. DAY 1: Review the roots, gestures, and meanings of the roots from September through November (refer to Appendix F, pages 1-3)

2. Referring to the suggested gestures in Appendix F, page 4 (December Teacher Reference), use the procedures described in Appendix D, for “DAY 1”to teach CELER, FINIS, MORPHE, SCRIBO, SOLVO, and VALEO.

3. DAY 2: Follow the procedures for “DAY 2” in Appendix D to review the roots from Day 1 and introduce the two Grade 6 review roots (ASTRON and DICO or DICTUM)), referring to Appendix F, page 4, for suggested gestures and possible English vocabulary.


5. Follow the procedures in Appendix D for “DAY 3” to introduce two more Grade 6 review roots (PHOTO and THERMOS) and incorporate them into the overall review.

6. Distribute Appendix G (p. 4): December Worksheet, one per student. 7. Write the word “dissolve” on the board. Have students look it up and copy it on

the back of their worksheet. Ask them to write underneath it the Greek or Latin root for this word (SOLVO, loosen). Model this on the overhead or board. Ask them for suggestions for how the meaning of the root contributes to the definition of “dissolve” (to melt or liquefy – which makes it seem “looser”). Have them write the definition underneath that. This is what it should look like: dissolve Root: SOLVO – loosen Definition: to melt or liquefy

8. Write the word “benediction” on the board. Ask if students to identify the two roots (BENE means “good” and DICTUM means “say”). Have them write the roots and meanings of the roots underneath. Ask how the meaning of these roots contributes to the English definition (literally “something said that is good” or something said that is a blessing on another person). Have them write the definition underneath. This is what is should look like: benediction Roots: BENE – good DICTUM – something said Definition: a blessing or giving of thanks

9. Have the students start the December worksheet. Guide them in using the dictionary to find English vocabulary that uses the roots. Assign the remainder of the worksheet as homework or have them finish it in class at your discretion.

10. DAY 4 – Have students turn in their December Worksheet. Go over correct responses orally. (Use Appendix F, p. 4, December Teacher Reference, to provide correct responses and for grading the worksheet.)

11. Follow the procedures for “DAY 4” in Appendix D to review all ten new roots first, and then all the review roots using one of the alternate methods for review games in Appendix E. Analyze some of the English words for the roots provided in Appendix F, pp. 1-4, using the process described in Appendix D for “DAY 4.”


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14. Administer Quiz 4, Appendix K.



Lesson Six: January’s Roots and Phrases (approximately five days, 10-15 minutes each day)




2. Lesson Content a. AUDIO [L] – hear (pronounced /ow dee oh/ or /ah dee oh/) b. CRESCO [L] – grow (pron. /kres koh/) c. ERRO [L] – wander, stray (pron. /err oh/) d. JACOO [L] – throw (pron. /jah see oh/ or in Class. Latin, /yah kee oh/) e. NEOS [G] – new (pron. /nee os/) f. TENDO [L] – stretch g. Four roots to review from Grade 6 Vocabulary (p. 134-135): CENTUM

= hundred; HYDOR [G ]= water [NB: aqua is “water” in Latin]; PRIMUS = first; QUARTUS = fourth

3. Skill Objective(s) a. Students will identify Greek and Latin as two languages that have

contributed to English words and ideas. b. Students can demonstrate the meaning of ten selected Greek and Latin

roots by gestures and in oral and written forms. c. Students can identify at least one English word that uses each root.

Students will learn dictionary skills to find English words that use the Greek and Latin roots.

B. Materials 1. Appendix C, English Language Addition 2. At least several good English dictionaries that have etymological notes 3. Appendix D, Procedures for Learning Roots Through Gestures 4. Write the Greek and Latin roots for January on large cards or strips of paper (8

½” x 3 ½”) with the English definition written on the back. Use a different color paper as for the previous two months’ roots if possible.

5. Appendix E, Different Methods of Oral Review 6. Appendix F (pp. 1-5), Sept.-Jan. Teacher Reference, Roots, Gestures, etc 7. Appendix G (page 5), January Worksheet (one per student) 8. Appendix L, Quiz 5 – January Roots (one per student)


14

9. Appendix L, Key to Quiz 5 – January Roots

C. Key Vocabulary 1. Audio [L] – audience, inaudible, auditory 2. Cresco [L] – increase, decrease, crescendo 3. Erro [L] – error, erratic, knight errant, inerrant 4. Jacio [L] – eject, interject, trajectory 5. Neos [G] – neophyte, Neo-Classical, neon, neonatal, neologize 6. Tendo [L] – tension, intense, detention, tendon 7. Centum [L] – century, cent, percent 8. Hydor [G] – hydrant, hydroelectric, hydration 9. Primus [L] – primary, primitive, primogeniture, prime, primate 10. Quartus [L] – quart, quarter, quadrant, quartet


1. DAY 1: Briefly review Appendix C with students with a visual on the board or overhead (1 minute) to review how Greek and Latin roots came into English.

2. Review the roots, gestures, and meanings of the previous months (refer to Appendix F, pages 1-4).

3. Referring to the suggested gestures in Appendix F, page 5 (January Teacher Reference), use the procedures described in Appendix D, for “DAY 1”to teach AUDIO, CRESCO, ERRO, JACIO, NEOS, and TENDO.

4. DAY 2: Follow the procedures for “DAY 2” in Appendix D, to review the roots from Day 1 and introduce the two Grade 6 review roots (CENTUM and HYDOR), referring to Appendix F, page 5, for suggested gestures and possible English vocabulary.


6. Follow the procedures in Appendix D for “DAY 3” to introduce two more Grade 6 review roots, PRIMUS and QUARTUS, and incorporate them into the overall review.

7. Distribute Appendix G (page 5), January Worksheet, one per student. 8. Have students look up “finite” and analyze together how FINIS (end) contributes

to the definition (something that has an end). Have them write this on the back of their worksheets in the following way: finite Root: FINIS = end Definition: something that has an end (does not last forever)

9. Do the same with “erratic.” Ask if they can find a root (ERRO). Ask for ideas of how the meaning of ERRO (wander, stray) contributes to the definition (something that moves unpredictably or wanders around). Have them write the word, root, and definition on the back of the worksheet: erratic Roots: ERRO = wander Definition: moving unpredictably

10. Have the students start the January worksheet. Guide them in using the dictionary if they are unsure of how to find English words’ roots. Assign the remainder of the worksheet as homework or have them finish it in class at your discretion.


15

11. DAY 4 – Have students turn in their January Worksheet. Go over correct responses orally. (Use Appendix F, p. 5, January Teacher Reference, to provide correct responses and for grading the worksheet.)

12. Follow the procedures for “DAY 4” in Appendix D to review all ten new roots and the roots for previous months using one of the alternate methods for review games in Appendix E. Analyze some of the English words for the roots provided in Appendix F, pp. 1-5, using the process described in Appendix D for “DAY 4.”


14. DAY 5 – (Note: You will need to return the graded worksheets to the students at least one day before “Day 5” in order to allow them to have the worksheet to review for the quiz.) Follow procedures for “DAY 5” in Appendix D to review all 50 roots, with particular emphasis on the most recent ten roots.

15. Administer Quiz 5, Appendix L.



Lesson Seven: February’s Roots and Phrases



2. Lesson Content a. AMO [L] – love (pronounced /ah moh/) b. CUM [L] – with (pron. /koom/) c. FACIO [L] – make (pron. /fah see oh/ or in Classical Latin, /fah kee oh/] d. JURO [L] – swear (pron. /joo roh/ or in Classical Latin, /yoo roh/] e. PSEUDOS [G] – a lie (pron. /soo doss/) f. SUPER [L] – above (pron. /soo per/) g. Four roots to review from Grade 6 Vocabulary (p. 134-135): BIOS [G]=

life; MEGO [G] = large, great; PHILEO [G] = to love; VITA [L]= life 3. Skill Objective(s)

a. Students can demonstrate the meaning of ten selected Greek and Latin roots by gestures and in oral and written forms.

b. Students can identify at least one English word that uses each root. c. Students will learn dictionary skills to find English words that use the

Greek and Latin roots. B. Materials

1. At least several good English dictionaries that have etymological notes, preferably a class set

2. Appendix D, Procedures for Learning Roots Through Gestures 3. Write the Greek and Latin roots for February on large cards or strips of paper (8

½” x 3 ½”) with the English definition written on the back. Use a different color paper as for the previous two months’ roots, if possible.

4. Appendix E, Different Methods of Oral Review


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5. Appendix F (pp. 1-6), Sept.-Feb. Teacher Reference: Roots, etc. 6. Appendix G (p. 6), February Worksheet (one per student) 7. Appendix M, Quiz 6 – February Roots (one per student) 8. Appendix M, Key to Quiz 6 – February Roots

C. Key Vocabulary 1. Amo [L] – amiable, amorous, amity 2. Cum [L] – compose, accommodate, accumulate 3. Facio [L] – effect, affect, manufacture, (not face, facial, etc.) 4. Juro [L] – jury, perjury, adjure, juror 5. Pseudos [G] – pseudonym, pseudomorph, pseudoclassic 6. Super [L] – superficial, superlative, supreme, superior, insuperable 7. Bios [G] – biology, biographic, biopsy, biogenesis 8. Mega [G] – megaphone, megalomania, megapod 9. Phileo [G] – philosophy, philanthropic, hydrophilic 10. Vita [L] – vitamin, vitality, vital, vitascope (an early type of motion-picture

projector) D. Procedures/Activities

1. DAY 1: Review the roots, gestures, and meanings of the roots from September through January (refer to Appendix F, pages 1-5).

2. Referring to the suggested gestures in Appendix F, page 6 (February Teacher Reference), use the procedures described in Appendix D, for “DAY 1”to teach AMO, CUM, FACIO, JURO, PSEUDOS, and SUPER.

3. DAY 2: Follow the procedures for “DAY 2” in Appendix D to review the roots from Day 1 and introduce the two Grade 6 review roots (BIOS and MEGA), referring to Appendix F, page 6, for suggested gestures and possible English vocabulary.


5. Follow the procedures in Appendix D for “DAY 3” to introduce two more Grade 6 review roots (PHILEO and VITA) and incorporate them into the overall review.

6. Distribute Appendix G (p. 6): February Worksheet, one per student. 7. Write the word “amiable” on the board. Have students look it up and copy it on

the back of their worksheet. Ask them to write underneath it the Greek or Latin root for this word (AMO, love). Model this on the overhead or board. Ask them for suggestions for how the meaning of the root contributes to the definition of “amiable” (friendly). Have them write the definition underneath that. This is what it should look like: amiable Root: AMO – love Definition: friendly

8. Write the word “hydrothermal” on the board. Ask if students to identify the two roots (HYDOR means “water” and THERMAL means “heat”). Have them write the roots and meanings of the roots underneath. Ask how the meaning of these roots contributes to the English definition (having to do with hot water). Have them write the definition underneath. This is what is should look like: hydrothermal Roots: HYDOR – water, THERMAL – heat Definition: having to do with hot water


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9. Have the students start the February worksheet. Guide them in using the dictionary to find English vocabulary that uses the roots. Assign the remainder of the worksheet as homework or have them finish it in class at your discretion.

10. DAY 4 – Have students turn in their February Worksheet. Go over correct responses orally. (Use Appendix F, p. 6, February Teacher Reference, to provide correct responses and for grading the worksheet.)




14. Administer Quiz 6, Appendix M.



Lesson Eight: March’s Roots and Phrases




3. Lesson Content a. AB [L] – away, from b. EXTRA [L] – outside c. MAKROS [G] – long (pronounced /ma kros/) d. PEDIS [L] – foot (pron. /peh diss/) e. SENTIO [L] – feel (pron. /sen ti oh/) f. VOLVO [L] – roll (pron. /vohl voh/, or in Class. Latin, /wohl woh/) g. Three roots to review from Grade 6 Vocabulary (p. 134-135): MONOS

[G]= single; POLY = many; PSYCHE = soul, mind


contributed to English words and ideas. b. Students can demonstrate the meaning of nine selected Greek and Latin

roots by gestures and in oral and written forms. c. Students can identify at least one English word that uses each root. d. Students will learn dictionary skills to find English words that use the

Greek and Latin roots. B. Materials

1. Appendix A, chart of the history of the English language


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2. Appendix B, Background Information for the History of the English Language 3. At least several good English dictionaries that have etymological notes 4. Appendix D, Procedures for Learning Roots Through Gestures 5. Write the Greek and Latin roots for January on large cards or strips of paper (8


6. Appendix E, Different Methods of Oral Review 7. Appendix F (pp. 1-7), Sept.-Mar. Teacher Reference, Roots, Gestures, etc. 8. Appendix G (page 7), March Worksheet (one per student) 9. Appendix N, Quiz 7 – March Roots (one per student) 10. Appendix N, Key to Quiz 7 – March Roots

C. Key Vocabulary

1. Ab [L] – abnormal, absent, abjure 2. Extra [L] – extravagant, extraordinary, extracurricular, extraterrestrial 3. Makros [G] – macrocosm, macron, macroscopic, macrograph 4. Pedis [L] – pedal, biped, pedestrian, megapod, podiatrist 5. Sentio [L] – sensation, sensual, sentry, sensitive, sensory 6. Volvo [L] – revolve, evolve, revolution, revolver 7. Monos [G] – monologue, monarch, monopoly, monotheism 8. Poly [G] – polygon, polygamy, polyglot (speaks many languages), polygraph

(simultaneously records changes in blood pressure, respiration, pulse rate, etc.), polymorphous (Biology: having or passing through several forms)

9. Psyche [G] – psychology, psychiatry, psychic

D. Procedures/Activities 1. DAY 1: Briefly review Appendix A with students with a visual on the board or

overhead (1 minute) to review how Greek and Latin roots came into English. (See Appendix B for background information.)


3. Referring to the suggested gestures in Appendix F, page 7 (March Teacher Reference), use the procedures described in Appendix D, for “DAY 1”to teach AB, EXTRA, MACROS, PEDIS, SENTIO, and VOLVO.

4. DAY 2: Follow the procedures for “DAY 2” in Appendix D, to review the roots from Day 1 and introduce the two Grade 6 review roots (MONOS and POLY), referring to Appendix F, page 7, for suggested gestures and possible English vocabulary.


6. Follow the procedures in Appendix D for “DAY 3” to introduce the remaining Grade 6 review root, PSYCHE, and incorporate them into the overall review.

7. Distribute Appendix G (page 7), March Worksheet, one per student. 8. Write “biped” on the board and see if the students can identify the two roots (BI –

two, PEDIS – foot). Have students look up “biped” and verify if those are the roots. Discuss how the meaning of the roots contributes to the definition (something having two feet). Have them write this on the back of their worksheets in the following way: biped


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Roots: BI = two PEDIS = foot Definition: having two feet

9. Application: Ask the students if they can determine the definition of “tripod” (three-footed).

10. Write “revolve” on the board and see if the students can identify the two roots (RE – back, again, VOLVO – roll). Have students look up “revolve” and verify if those are the roots. Discuss how the meaning of the roots contributes to the definition (to spin or turn around). Have them write this on the back of their worksheets in the following way: revolve Roots: RE = back, again VOLVO = roll Definition: to spin or turn around

11. Have the students start the March worksheet. Guide them in using the dictionary if they are unsure of how to find English words’ roots. Assign the remainder of the worksheet as homework or have them finish it in class at your discretion.

12. DAY 4 – Have students turn in their March Worksheet. Go over correct responses orally. (Use Appendix F, p. 7, March Teacher Reference, to provide correct responses and for grading the worksheet.)

13. Follow the procedures for “DAY 4” in Appendix D to review all nine new roots first, and then all the review roots using one of the alternate methods for review games in Appendix E. Analyze some of the English words for the roots provided in Appendix F, pp. 1-7, using the process described in Appendix D for “DAY 4.”



16. Administer Quiz 7, Appendix N.



Lesson Nine: April’s Roots and Phrases


a. Develop an awareness of how to identify Greek and Latin roots to comprehend text

2. Lesson Content a. HYPO - [G] – under, beneath (pronounced /hī – poh/) b. MANUS [L] – hand (pron. /mah noos/) c. SPECTO [L] – look at (pron. /spek toh/) d. SYN [L] – together (pron. /sin/) e. TENEO [L] – hold, keep (pron. /ten eh oh/) f. ZOON, ZOE [G] – animal, life (pron. /zoon/ or /zoh/


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g. Three roots to review from Grade 6 Vocabulary (p. 134-135): ANTE = before; POST = after; VIDEO/VISUM = see, seen

3. Skill Objective(s) a. Students can demonstrate the meaning of ten selected Greek and Latin

roots by gestures and in oral and written forms. b. Students will learn dictionary skills to find English words that use the

Greek and Latin roots. c. Students can identify at least one English word that uses each root.

B. Materials

1. At least several good English dictionaries that have etymological notes, preferably a class set

2. Appendix D, Procedures for Learning Roots Through Gestures 3. Write the Greek and Latin roots for February on large cards or strips of paper (8

½” x 3 ½”) with the English definition written on the back. Use a different color paper as for the previous two months’ roots, if possible.

4. Appendix E, Different Methods of Oral Review 5. Appendix F (pp. 1-8), Sept.-Apr. Teacher Reference: Roots, etc. 6. Appendix G (p. 8), April Worksheet (one per student) 7. Appendix O, Quiz 8 – April Roots (one per student) 8. Appendix O, Key to Quiz 8 – March Roots

C. Key Vocabulary

1. Hypo [G] – hypodermic, hypothesis 2. Manus [L] – manuscript, manufacture, maintenance 3. Specto [L] – spectator, inspect, expect, speculate, perspective 4. Syn [L] – synchronize, synthesis, syncopate, synergy 5. Teneo [L] – contain, content, maintain, tenacious, tenacity, tenant 6. Zoon, zoe [G] – zoology, protozoa, zoo, zoophobia 7. Ante [L] – antecedent, antebellum, antechamber, anteroom 8. Post [L] – posthumous, posterity, posterior 9. Video/visum [L] - evident, visual, visor, video


1. DAY 1: Review the roots, gestures, and meanings of the roots from September through Febuary (refer to Appendix F, pages 1-6).

2. Referring to the suggested gestures in Appendix F, page 6 (February Teacher Reference), use the procedures described in Appendix D, for “DAY 1”to teach HYPO, MANUS, SPECTO, SYN, TENEO, and ZOON/ZOE.

3. DAY 2: Follow the procedures for “DAY 2” in Appendix D to review the roots from Day 1 and introduce the two Grade 6 review roots (ANTE and POST), referring to Appendix F, page 8, for suggested gestures and possible English vocabulary.


5. Follow the procedures in Appendix D for “DAY 3” to introduce the remaining Grade 6 review root (VIDEO or VISUM) and incorporate it into the overall review.

6. Distribute Appendix G (p. 8): April Worksheet, one per student.


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7. Write the word “extraordinary” on the board. Ask if students to identify the root (EXTRA, “outside”). Have them write the root and meaning underneath. Ask how the meaning of the root contributes to the English definition (unusual, not ordinary). Have them write the definition underneath. This is what is should look like: extraordinary Roots: EXTRA – outside Definition: unusual, not ordinary

8. Write the word “absent” on the board. Ask if students to identify the two roots (AB means “away, from” and SENTIO means “feel”). Have them write the roots and meanings of the roots underneath. Ask how the meaning of these roots contributes to the English definition (away, or not present). Have them write the definition underneath. This is what is should look like: absent Roots: AB – away, from SENTIO – feel Definition: not present , away

9. Have the students start the April worksheet. Guide them in using the dictionary to find English vocabulary that uses the roots. Assign the remainder of the worksheet as homework or have them finish it in class at your discretion.

10. DAY 4 – Have students turn in their April Worksheet. Go over correct responses orally. (Use Appendix F, p. 8, April Teacher Reference, to provide correct responses and for grading the worksheet.)



13. Administer Quiz 8, Appendix O.



Lesson Ten: May’s Roots and Phrases




2. Lesson Content a. CURRO [L] – run (pronounced /cur roh/) b. FERO [L] – bring, bear (pron. /feh roh/) c. HOMOS [G] – same (pron. /hō – mos/) d. PRO [L] – before, for (pron. /prō/) e. STRICTUS [L] – drawn tight (pron. /stric toos/)


22

f. VENIO [L] – come (pron. /ven ee oh/ or in Class. Latin, /weh nee ō /) g. Four roots to review from Grade 6 Vocabulary (p. 134-135): MINUS =

smaller; PRE = before; PROTOS = first; TELE = at a distance


contributed to English words and ideas. b. Students can demonstrate the meaning of nine selected Greek and Latin

roots by gestures and in oral and written forms. c. Students can identify at least one English word that uses each root. d. Students will learn dictionary skills to find English words that use the

Greek and Latin roots.

B. Materials 1. Appendix C, English Language Addition 2. Appendix B, Background Information for the History of the English Language 3. At least several good English dictionaries that have etymological notes 4. Appendix D, Procedures for Learning Roots Through Gestures 5. Write the Greek and Latin roots for January on large cards or strips of paper (8


6. Appendix E, Different Methods of Oral Review 7. Appendix F (pp. 1-9), Sept.-May Teacher Reference, Roots, Gestures, etc 8. Appendix G (page 9), May Worksheet (one per student) 9. Appendix P, Quiz 9 – May Roots (one per student) 10. Appendix P, Key to Quiz 9 – May Roots

C. Key Vocabulary

1. Curro [L] – current, cursive, course, recurrence 2. Fero [L] – confer, defer, reference, coniferous 3. Homos [G] – homogenous, homocentric, homonym, homomorphic 4. Pro [L] – proceed, propose, prodigy, proponent, proclaim, proboscis 5. Strictus [L] – strict, constricted, stricture, restriction 6. Venio [L] – event, advent, adventure, venture, prevent, (NOT ventriloquist) 7. Minus [L] – diminish, minor, diminutive, minimal 8. Pre [L] – predict, prepare, prevail, preposition, predisposed 9. Protos [G] – prototype, protozoa, protagonist 10. tele [G] – telephone, television, telescope, telepathy


1. DAY 1: Briefly review Appendix C with students with a visual on the board or overhead (1 minute) to review how Greek and Latin roots came into English. (See Appendix B for background information.)


3. Referring to the suggested gestures in Appendix F, page 7 (March Teacher Reference), use the procedures described in Appendix D, for “DAY 1”to teach CURRO, FERO, HOMOS, PRO, STRICTUS, and VENIO.

4. DAY 2: Follow the procedures for “DAY 2” in Appendix D, to review the roots from Day 1 and introduce the two Grade 6 review roots (MINUS and PRE),


23

referring to Appendix F, page 9, for suggested gestures and possible English vocabulary.


6. Follow the procedures in Appendix D for “DAY 3” to introduce the two remaining Grade 6 review roots (PROTOS and TELE) and incorporate them into the overall review.

7. Distribute Appendix G (page 9), May Worksheet, one per student. 8. Write “expect” on the board and see if the students can identify the two roots (EX

– from, out of, SPECTO – look at). Have students look up “expect” and verify if those are the roots. Discuss how the meaning of the roots contributes to the definition (to look forward to). Have them write this on the back of their worksheets in the following way: expect Roots: EX = from, out of SPECTO = look at Definition: to look forward to, to anticipate

9. Write “adventure” on the board and see if the students can identify the two roots (AD – to, forward, VENIO – come). Have students look up “adventure” and verify if those are the roots. Discuss how the meaning of the roots contributes to the definition (an unusual experience, an exciting experience, etc. that “comes to” you). Have them write this on the back of their worksheets in the following way: adventure Roots: AD = to, forward VENIO = come Definition: an exciting experience

10. Have the students start the May worksheet. Guide them in using the dictionary if they are unsure of how to find English words’ roots. Assign the remainder of the worksheet as homework or have them finish it in class at your discretion.

11. DAY 4 – Have students turn in their May Worksheet. Go over correct responses orally. (Use Appendix F, p. 9, May Teacher Reference, to provide correct responses and for grading the worksheet.)

12. Follow the procedures for “DAY 4” in Appendix D to review all nine new roots first, and then all the review roots using one of the alternate methods for review games in Appendix E. Analyze some of the English words for the roots provided in Appendix F, pp. 1-9, using the process described in Appendix D for “DAY 4.”



15. Administer Quiz 9, Appendix P.


the roots. 2. Written assessment (Quiz 9).


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VI. HANDOUTS/WORKSHEETS

A. Appendix A: Chart of the History of the English Language B. Appendix B: Background Information – History of the English Language C. Appendix C: English Language Addition D. Appendix D: Procedures For Learning Greek and Latin Roots Through Gestures E. Appendix E: Different Methods of Oral Review With Movement F. Appendix F: Teacher Reference for Roots, Suggested Gestures, Meanings, and

English Examples (one page for each month, September – May) G. Appendix G: Student Worksheets (one worksheet per month, September – May) H. Appendix H: Quiz 1: September Greek and Latin Roots + KEY I. Appendix I: Quiz 2: October Greek and Latin Roots + KEY J. Appendix J: Quiz 3: November Greek and Latin Roots + KEY K. Appendix K: Quiz 4: December Greek and Latin Roots + KEY L. Appendix L: Quiz 5: January Greek and Latin Roots + KEY M. Appendix M: Quiz 6: February Greek and Latin Roots + KEY N. Appendix N: Quiz 7: March Greek and Latin Roots + KEY O. Appendix O: Quiz 8: April Greek and Latin Roots + KEY P. Appendix P: Quiz 9: May Greek and Latin Roots + KEY

VII. BIBLIOGRAPHY

A. Buchanan-Brow, J., Cang, J., Crawley, J. Balushka, B., McCabe, B., Parsons, G., Steiger, C., Williams, K. Le Mot Juste, A Dictionary of Classical & Foreign Words & Phrases. New York; Random House, 1991. ISBN 0-679-73455-4.

B. Core Knowledge Foundation. Core Knowledge Sequence. Charlottesville, Virginia: Core Knowledge Foundation, 1999. ISBN 1-890517-20-8.

C. The Harper Dictionary of Foreign Terms, 3rd ed, rev. and ed. E. Ehrlich. New York: Harper & Row, 1990. ISBN 0-06-181576-4.

D. Macrone, M. It’s Greek to Me! New York: HarperCollins, 1991.ISBN 0-06-270022-7. E. Pearson Learning Core Knowledge History & Geography, Grade 6, Hirsch, E.D., ed.

Parsippany, New Jersey: Pearson Education, Inc., 2002. ISBN 0-7690-5027-1, pp. 42-95. F. Webster’s New World Dictionary of the American Language, College Edition. New

York: World Publishing Company, 1962. Library of Congress Catalog Number: 64-12965.

G. Wheelock, F. Wheelock’s Latin. Revised LaFleur, Richard A. New York: Harper Resource, 6th Ed. 2000. ISBN 0-06-095641-0.

H. Wilton, D. “A (Very) Brief History of the English Language.”URL: http://www.wordorigins.org/histeng.htm


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Appendix A Place Dates Language & Contributions Examples Ancient Greece

500–323 BC

GREEK ♦ Poetry:

Iliad Odyssey

♦ Architecture: Parthenon

♦ Literature & Drama ♦ Philosophy:

Socrates Plato Aristotle

epic poetry echo (Greek myth) atom (science) democracy (government)

Ancient Rome

500 BC 323 BC AD 313

LATIN

Borrowed liberally from Greek culture

Roman conquests brought Roman influence to Europe

Constantine converted to Christianity: Catholic Church uses Latin language

aqua = water (aquarium) magnus = great (magnificent)

Europe

Middle Ages

Roman influence: Romance languages develop from Latin Gaul (France) French

Spain Spanish Italy Italian Portugal Portuguese

Britain AD 1066

Battle of Hastings: the Normans bring FRENCH language to Britain, which mixes with Anglo-Saxon. (The Anglo-Saxons speak Germanic languages.)

beef (from French) cow (from Anglo-Saxon)


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Appendix B, page 1

Background Information - History of the English Language

1. Throughout these procedures, use APPENDIX A as an overhead, uncovering it progressively as you discuss the history of the English language contained in the rest of this appendix. Refer frequently to a map or globe to reference geographic locations.

2. Brief review of Ancient Greece (priming background knowledge): Discuss with the students that the Greeks developed a rich culture in drama, literature (epic poetry of the Iliad and the Odyssey), architecture (the Parthenon), and more. Uncover the first row of the overhead as you discuss this.

3. Ancient Rome. (Uncover the second row of the overhead.) As Rome increased in strength, the Romans greatly admired Greek learning, art and literature, and then borrowed ideas and words from the Greeks. As the Romans conquered parts of the world, they brought their ideas of government, Roman taxes, Roman roads, Roman bridges, and their language, Latin. The people and tribes in those areas had to learn Latin to sell and trade.

4. (Ask students if they can remember some of this information from Grade 6 History.) One Roman emperor converted away from the Roman gods and goddesses to Christianity (Constantine). The Church in Rome, which became the Catholic Church, used Latin for all its areas of leadership, communication, theology, and the church liturgy. The Catholic Church still used Latin in the church services through the mid-20th century.

5. (Use the map to show the countries referred to and uncover the third section of the overhead.) Throughout Europe, the Latin spoken in different areas was slowly changing over hundreds and hundreds of years. In different parts of Europe, Latin changed into related (derived) languages. Ask the students what languages are spoken in France (French), Spain (Spanish), Italy (Italian), and Portugal (Portuguese). These are all called Romance languages because they developed (derived) directly from Latin, the language the Romans spoke. However, Latin still continued to be the language of education and the church even after the different Romance languages were used.

6. Explain how Latin and French came to Britain: In Britain (identify on map and refer to the last section on the overhead), the Anglo-Saxon tribes living there spoke Germanic languages. Around AD 1066, the Normans under William the Conqueror invaded England and conquered the Saxons at the Battle of Hastings (Grade 4 History). Thus during the Middle Ages, three languages were used in England: Latin in the church, government, and education, French by the ruling Normans, and a type of Anglo-Saxon used by the people who lived in Britain before the Normans.

7. We can see how Latin has been woven into English. In Latin, aqua meant “water” (aquarium, aquatic); magnus meant “great” (magnificent, magnify); decem meant “ten” (decade, decimal).

8. Greek roots continued to be borrowed in English: In Europe during the Middle Ages and the Renaissance, educated people preferred Greek terms to explain science or philosophy. We use the word “heliocentric” which is Greek for ‘centered around the sun’ for Copernicus’s theory in the Middle Ages describing how the Earth revolves around the sun instead of the sun revolving around the Earth. Our word “atom” comes from the Greek for “that which can’t be cut or divided.” When we yell something in an empty building and hear the sound of our words


27

Appendix B, page 2

repeating, we call it an “echo” (from the Greek myth in which the nymph, Echo, can only repeat the last word of what someone said to her.) We still borrow Greek words for matters involving some aspect of science or philosophy. The word “xerox” means dry. One of the first businesses to make photocopiers called itself “Xerox” because it had the innovative idea to use a dry process that did not require wet materials (like the mimeographs of 60’s and 70’s). Some people still say that you “xerox” something to make a photocopy. In Colorado we talk about “xeroscaping” your yard to use plants. “Morph” is a Greek root for “form” or “shape.” People say that the shape of something has changed or “morphed” into something different.

9. Bringing closure: write the “language addition” formula from Appendix C on the board or use an overhead and fill in the blanks (the underlined words below) as you go through the following summary. There are two ancient languages that have contributed significantly to forming English: Greek ideas and words were borrowed by Roman scholars and passed into Latin, and then from Latin into English. Latin spread through the Roman influence, culture, and conquests. Latin continued to be used in education and in religious settings even throughout the Middle Ages. Latin slowly changed into French spoken in Gaul (France) during more than 1000 years. In AD 1066, the Normans brought French to Britain under Norman rule, starting. Add this to Anglo-Saxon that was already spoken in Britain, and all these languages, added in varying quantities, made up the English language as we recognize it by the time of Shakespeare

Assessment Questions

1. Knowledge questions: Which languages have contributed most to the development in English? (Greek, Latin, French, Anglo-Saxon) Which are the two ancient languages? (Greek and Latin) Which ancient civilization spoke Latin? (Rome)

2. Analysis question: How did ancient Greek contribute to English? (Roman scholars borrowed from Greek literature, mythology, and philosophy and Greek terms were used in Latin, which passed later into English from the Latin. When new words are needed in science, people still borrow from Greek roots.)

3. Synthesis question: What are some of the influences that have caused Latin to contribute to English? (Roman conquests brought Roman ideas and Latin words into Europe. Latin was used in the religion and education during the Middle Ages. French developed directly from Latin, and the Normans brought French to Britain.)


28

Appendix C

English Language Addition Used in Lesson One: To be written on the board or used as an overhead: (cursive words can be filled in during the discussion.)

English Language Addition

Greek ideas & words (borrowed by the Roman scholars)

+ Latin (spoken by the Romans)

+ French (Latin in Gaul slowly evolved into this)

+ Anglo-Saxon (spoken by the people in Britain )

+ hundreds of years

= English

The following chart can be used to copy onto an overhead transparency. ----------------------------------------------------------

English Language Addition ____ ideas & words (borrowed by _scholars)

+ (spoken by the Romans)

+ (Latin in Gaul slowly evolved into this)

+ Anglo-Saxon (spoken by the people in )

+ hundreds of years

= English


29

Appendix D, page 1

Procedures For Learning Greek & Latin Roots Through Gestures (An Application of Total Physical Response)

Each lesson has a five-day cycle. The first three days should be done on three consecutive days. The teacher may decide to leave a day or so between Day 3 and Day 4. The worksheets for each month are assigned on Day 3, turned in on Day 4, and need to be returned to the students before Day 5 so that students can study the worksheet to prepare for the quiz on Day 5. DAY 1: Introduce the new Greek or Latin roots 1. Orientation: Go through each of the six-ten cards with roots written on them, showing them to the students and saying the root and the English definition. Ask students for examples of English words that use that root. See Appendix F for ideas for English words. As appropriate, briefly discuss how the meaning of the root contributes to the English definition. (Example: “Advocate” combines ad (to, forward) and voco (call) to mean “to speak for” or “to support something.”) 2. Teach the first three gestures (1 minute): a. Tell the students that you will first teach them the roots by doing the gestures listed in Appendix F. Students should not say the roots yet but just do the gestures and say English meaning. The purpose for delaying their saying the roots is (1) so that they can hear you say them correctly a number of times and (2) so you can move faster and faster during the initial instructional segment. Tell them the more they do the gestures with energy and good attitudes, the better their brains will remember the roots and the less they will need to study a list. Teacher models each gesture, says Gk/Ln root and English meaning. Students do the gestures and say the meaning with teacher. Note: 1) As appropriate, explain the connection between the motion and the English meaning. Some of the gestures may seem arbitrary to the students, and they will need to know what the gesture communicates. Feel free to revise the gestures if you find they are confusing to you or the students. However, you must be consistent: always use the same gesture for that root. Example: AD means “forward” or “to” (move hand from your heart forward). I’m moving my hand forward, or to you. BENE means “good” or “well” (do a thumbs up gesture). FRAGILIS means breakable (both hands in front, and move them like you are breaking a pencil).I’m breaking something. Note:2) Some roots are very similar in meaning. Voco (call), dico (say), and phone (sound, voice) have related meanings and therefore similar gestures. It is OK to recycle gestures: they are a support to learning the meaning quickly. Meaningful gestures aid rapid encoding and retrieving information but are not an end in themselves (in this instance). The final objective for the end of the year is that students can quickly recall the English meaning but not necessarily the gestures. b. Mix up the order, going through all three roots about 3-5 times. Teacher still models gestures, saying each root and the English meaning. Students do gestures and say the meaning, but still do not say root.


30

Appendix D, page 2

c. (Gradually fade out modeling the gesture until you are sure the students can provide the gesture consistently when you say the root.) Teacher says the root and pauses for students to do gesture, only modeling it if students need reminders. Teacher still says English translation. Do this 3-8 times until students are comfortable. Teacher says the root. Students do the gesture and say the English meaning. 3. Teach the next three roots & gestures (1 minute): Follow the procedures in #2 until students are comfortable with the second set of three Gk/Ln roots. 4. Review all six roots, gestures, and meanings (1-2 minutes). Add in the first three roots progressively, missing up the order, until your students can do all 6 gestures and say the English meanings comfortably. This should move rapidly. Gradually include as many roots as possible from previous months. 5. Review roots by showing the cards and have students give the English meaning and examples of English words that use that root. (2 minutes). (This “sandwiches” in all the sensory interactions. Students see the written form of the root, do the meaning-related movement, say the meaning, and hear the teacher and each other saying the roots and meanings.) DAY 2: Review the six Greek/Latin roots + two review roots from Grade 6. 1. Review the roots from the previous day (1 minute) by saying them and seeing if students remember the gestures and English meanings. Try to do as many times through in random order as you can. Keep it fast-paced. (Give lots of praise for remembering the gestures and meanings, reminding them that language acquisition research shows that the gestures make their brains more efficient and learn faster.) 2. Teach/review the first two Gk/Ln roots from Grade 6 and mix with current month’s roots (2 minutes). Use the same procedures to teach or review roots from Grade 6 (Day 1, #1-4) rapidly moving through all eight Gk/Ln roots. Students do the gestures and say the English meanings. (This also helps students who did NOT have Core Knowledge in sixth grade catch up on what they may have not been taught.)

Example: Review 2 words from the 6th Grade Vocabulary. AQUA means water (hands make wave motion like for the sea). DECEM means ten (show 10 fingers). Quickly review all 8 roots and gestures for no more than 2 minutes.

3. Use a variety of methods to review, with student “volunteer teachers”: (See Appendix E, Different Methods of Active Review). Include roots from previous months.

DAY 3: Review the six–eight Greek/Latin roots + remaining review roots from Grade 6 1. Review the roots from the previous day (1 minute) by saying them and seeing if students remember the gestures and English meanings. (Give lots of praise for remembering the gestures and meanings, reminding them that language acquisition research shows that the gestures make their brains more efficient and learn faster.) 2. Teach/review the next two Gk/Ln roots from Grade 6 and mix with all roots taught so far, emphasizing the current month’s roots (2 minutes). a. Use the same procedures (Day 1, #2-4) to teach or review roots from Grade 6, rapidly moving through all ten Greek and Latin roots. Students do the gestures and say the English meanings.


31

Appendix D, page 3

Example: Review 2 words from the 6th Grade Vocabulary. MAGNUS means great (both hands make motion like holding a very large object). PHONE means “sound or voice” (one hand at ear, one hand touching throat). b. Quickly review all 10 roots and gestures for no more than 2 minutes. Include roots from previous months. 3. To vary the review, use a one of the methods in APPENDIX E, Different Methods of Review). Ask for volunteers to be the “teacher” to give the cues, or use one of the game strategies suggested. 4. Visual + Vocabulary Recap: Show the cards and go through the roots for the current month. Ask students for examples of English words that use those roots. Beware of “false friends,” words that seem as though they use a certain Greek or Latin root but really do not. Example- “Demonstrate” is not derived from the Greek root demos (people), but from other roots: de (of) + monstrare (to show). Use Appendix F, Teacher References, for each month’s roots for ideas. DAY 4: Review all the roots for the month and reinforce English words and vocabulary that use the roots (1-2 minutes). 1. Quickly review roots, having students respond with the gestures and meanings, or do one of the methods given in Appendix E, Different Methods of Oral Review. 2. Do one of the games that require students to give English words for the root. (See Appendix E, #7-8). 3. Write some of the words from the Appendix F (monthly Teacher Reference), on the board. Ask different students to analyze the word using the different roots. To find an exact definition, use a dictionary. Model for the students how to analyze the different words, using the following pattern for the word “circulate”(the shaded area) Circulate Root: CIRCUM = around Definition: To move in a circle or a circuit 4. If appropriate, discuss how definitions shift over the years, depending on the context. For example, “hydrophobia” (fear of water) is the term for rabies, in which the infected animal or person has an inability to swallow liquids. People with rabies do not “fear water.” Hydrophobia has the attributed definition referring to rabies, not the explicit meaning. DAY 5: Review and give written assessment 1. [You will need to return the graded worksheets to the students at least one day before “Day 5” in order to allow them to have the worksheet to review for the quiz. For students who regularly need more review, the teacher may enlist a study partner to help the struggling student or give time in class to review the roots and English words before you administer Day 5 to the class.] 2. Quickly review roots, having students respond with the gestures and meanings, or do one of the methods given in Appendix E, Different Methods of Oral Review. 3. Administer the assessment. When correcting the quiz, note which roots need more review for students to accurately identify the meaning and a related English word.


32

Appendix E

Different Methods of Oral Review With Movement

Note 1: all these review methods should be rapidly paced and each individual procedure should NOT last longer than 2 minutes. Short, focused stints doing these activities will help prevent a sense of boredom and saturation. Note 2: Many middle-school students find it daunting to do anything in front of a group. The power of frequent, enthusiastic, specific praise cannot be overstated. 1. Volunteer Teacher - Level 1: A student volunteers to be the “teacher” saying roots while class does the gestures and says and meanings (1 minute). 2. Volunteer Teacher - Level 2: Have the volunteer teacher do the gestures while the class says the roots and English meanings. 3. Volunteer Teacher - Level 3: Have the volunteer teacher give the English meaning and the class does the gestures and says the roots. 4. The Challenge: Three students volunteer to do a Challenge, standing in front of the class, while the teacher or another student does one of the above procedures (#1-3). Gradually increase the tempo to see who can keep up. 5. Pop-up Challenge: Have three students stand at their seats doing the challenge. After every 3 or 4 turns, have one student sit down and a new student stand up. 6. Around the World 1: Toss a foam ball (or something soft) to a student, saying a Greek or Latin root. The student says the meaning, then tosses the ball to another student while saying a (different) root and then sits down. The next student says the English meaning, and tosses the ball to another student, and sits down, etc. When a student has successfully taken a turn (e.g., can accurately give the meaning of the root said to him), he sits down and does not get another turn until all those standing have had a successful turn. 7. Around the World 2: Same as above, but first person says a Gk/Ln root, second person says an English word that uses that root, third person says another English word that uses the same root, etc., until no one can think of another English word. (Example: First person says AD and tosses ball to second person, who says advice and tosses ball to third person, who says advocate, etc.) 8. Around the World 2 in Teams: Divide the class in 2-3 teams. The teacher selects a root. The teams go back and forth, giving an English word that uses that Greek or Latin root or saying “pass” if a student cannot think of an appropriate word. For each correct word, that team gets a point. When no one can give another word for that Greek or Latin root, the teacher selects another one. The teacher has the final decision if a word is valid or not.


33

Appendix F, page 1

SEPTEMBER Teacher Reference

Roots, (Suggested) Gestures, Meanings, and English examples New 7th Grade Core Knowledge Vocabulary Roots Meanings Gestures Examples 1. ad to, forward move hand from your

heart forward Advocate, advance, adjacent, adverb, add, adventure, adopt, …

2. bene good, well thumbs up gesture Benefit, beneficial, benediction, benevolent, benefactor,

3. fragilis breakable both hands moving like you are breaking a pencil

Fragile, fragility, fragment, fraction, fracture, fractious

4. re back, again One hand circles back toward you

Return, react, reply, revise, reiterate, redo, …

5. sub under One hand dips down and under

Subdue, subject, subtract, submarine

6. voco call hand at side of mouth like you are calling

Vocalize, vocal, voice

Review 6th Grade Vocabulary 7. aqua water hands make wave

motion like for the sea

Aquarium, aquatic, aqueduct

8. decem ten show 10 fingers Decade, decimal, decimate

9. magnus great both hands make motion like holding a very large object.

Magnificent, magnify, magnanimity

10. phone sound, voice one hand at ear, one hand touching throat

Phonograph, telephone, phonics


34

Appendix F, page 2

OCTOBER Teacher Reference

Roots, (Suggested) Gestures, Meanings, and English examples New 7th Grade Core Knowledge Vocabulary Roots Meanings Gestures Examples 1. auto self Point to self automobile, autocrat,

automatic

2. circum around Hand makes circle in air

circulate, circumference, circumlocution

3. hyper over, beyond Hand points up and moves over an imaginary wall

hypertension, hyperactive

4. malus bad Shake finger, making face like something is “naughty”

malady, malice

5. polis city Hands make shapes like outline a sky-scraper

Metropolis, political

6. trans across Point and move arm as if pointing over a lake

transfer, transcontinental

Review 6th Grade Vocabulary 7. bi two Show 2 fingers bisect, bipartisan, biceps

8. duo two Show 2 fingers duplex, duplicate, duplicity

9. tri three Show 3 fingers trilogy, triangle, triple, triplet, triplicity, tripod

10. unus one Show 1 finger unanimous, unilateral


35

Appendix F, page 3

NOVEMBER Teacher Reference

Roots, (Suggested) Gestures, Meanings, and English examples New 7th Grade Core Knowledge Vocabulary Roots Meanings Gestures Examples 1. chronos time Point to imaginary watch chronological, chronic,

chronometer

2. demos people Point to several people around you

democracy, epidemic, [not “demonstrate]

3. ex from, out of Cup one hand, point to palm, and move index finger “out of”, away from palm

exclaim, exhaust, express, expect

4. judex judge Rap an imaginery gavel and

look stern (like a judge) judge, prejudice, judicial

5. pan all Hold hands out as if to indicate all students

panorama, panacea, Pan-American, Pan-German (history)

6. sequor follow Move 2 fingers of each hand to be like legs moving, one hand in front of the other, (following)

sequel, subsequent

Review 6th Grade Vocabulary 7. annus year Hand circles around the fist,

like the earth around the sun annual, anniversary

8. ge earth Point to the ground geology, geography, geometry

9. mikros small Index and thumb show small distance

microscope, microfilm, microcosm

10. omnis all Hold hands out as if to indicate all students, (possibly with indexes and thumbs in “O”)

omnipotent, omniscient, omnipresent


36

Appendix F, page 4

DECEMBER Teacher Reference

Roots, (Suggested) Gestures, Meanings, and English examples New 7th Grade Core Knowledge Vocabulary Roots Meanings Gestures Examples 1. celer swift Move hand swiftly in front of

you (like a jet) accelerate, deceleration, celerity

2. finis end Touch the end of your nose confine, finality, finish, define, finite

3. morphe form Show hands holding an imaginary ball

metamorphosis, amorphous, mesomorph

4. scribo write Hold an imaginary pen in and move as though writing

scribble, inscribe, scribe, Scripture, manuscript

5. solvo loosen Shake hand loosely solution, dissolve, solvent

6. valeo be strong Make fist and bend arm to show strong biceps

prevail, valiant, valor, value

Review 6th Grade Vocabulary 1. astron star Fingers of one hand make a

blinking motion like a star astronaut, astronomy, astral, aster

2. dico, dictum

say Hands by side of mouth, as if making a pronouncement

dictation, dictionary, edict, dictator, predict

3. photo light Hands move away front each other like an explosion

photograph, photon, photocopy

4. thermos heat Fan face as if hot thermostat, thermometer, photothermic


37

Appendix F, page 5

JANUARY Teacher Reference

Roots, (Suggested) Gestures, Meanings, and English examples

New 7th Grade Core Knowledge Vocabulary Roots Meanings Gestures Examples 1. audio hear Put hand by ear as if

listening audience, inaudible, auditory

2. cresco grow Hold hand flat and raise it from low to high

increase, decrease, crescendo

3. erro wander, stray Move hand away from you in a wandering manner

error, erratic, knight errant, inerrant

4. jacio throw Act like you are throwing a ball

eject, interject, trajectory

5. neos new Move arms as if cradling a newborn baby

neophyte, Neo-Classical, neon, neonatal, neologize

6. tendo stretch Pull hands away from each other (like pulling taffy)

tension, intense, detention, tendon

Review 6th Grade Vocabulary 7. centum

hundred Flash ten fingers twice (10 x 10)

century, cent, percent

8. hydor water Move hand like flowing water

hydrant, hydroelectric, hydration

9. primus first Hold up index finger primary, primitive, primogeniture, prime, primate

10. quartus fourth Hold up 4 fingers quart, quarter, quadrant, quartet


38

Appendix F, page 6

FEBRUARY Teacher Reference

Roots, (Suggested) Gestures, Meanings, and English examples New 7th Grade Core Knowledge Vocabulary Roots Meanings Gestures Examples 1. amo love Touch hands to heart amiable, amorous, amity

2. cum with Form index fingers into a “+”

compose, accommodate, accumulate

3. facio make Act like you are hitting a nail with a hammer

effect, affect, manufacture, (not face, facial, etc.)

4. juro swear Hold palm up like you are being sworn in to a jury

jury, perjury, adjure, juror

5. pseudos lie Two fingers pointing away from mouth (forked tongue)

pseudonym, pseudomorph, pseudoclassic

6. super above Hold hand high, above something

superficial, superlative, supreme, superior, insuperable

Review 6th Grade Vocabulary 7. bios life Act like you are holding a

ball, only all fingers are moving (lively)

biology, biographic, biopsy, biogenesis

8. mega large Hands to show something large

megaphone, megalomania, megapod

9. phileo love Hold hands over heart philosophy, philanthropic, hydrophilic

10. vita life Act like you are holding a ball, only all fingers are moving (lively)

vitamin, vitality, vital, vitascope (an early type of motion-picture projector)


39

Appendix F, page 7

MARCH Teacher Reference

Roots, (Suggested) Gestures, Meanings, and English examples New 7th Grade Core Knowledge Vocabulary Roots Meanings Gestures Examples 1. ab away, from Move hand away from

body as if flicking something away

abnormal, absent, abjure

2. extra outside Point outside the door or window

extravagant, extraordinary, extracurricular, extraterrestrial

3. macros long Hold hands far apart macrocosm, macron, macroscopic, macrograph

4. pedis foot Point to foot or raise foot

pedal, biped, pedestrian, megapod, podiatrist

5. sentio feel Rub arm with fingers sensation, sensual, sentry, sensitive, sensory

6. volvo roll Roll hands in front of you

revolve, evolve, revolution, revolver

Review 6th Grade Vocabulary 7. monos single Hold up one finger monologue, monarch, monopoly,

monotheism

8. poly many Point quickly, as is at many items

polygon, polygamy, polyglot (speaks many languages), polygraph (simultaneously records changes in blood pressure, respiration, pulse rate, etc.), polymorphous (Biology: having or passing through several forms), NOT “political”

9. psyche soul, mind touch heart (soul) and head (mind)

psychology, psychiatry, psychic


40

Appendix F, page 8

APRIL Teacher Reference

Roots, (Suggested) Gestures, Meanings, and English examples New 7th Grade Core Knowledge Vocabulary Roots Meanings Gestures Examples 1. hypo under,

beneath Hold one hand palm down, then make a circling motion under with the other hand

Hypodermic, hypothesis, hypothermia

2. manus

hand Point to your hand manuscript, manufacture, maintenance

3. specto look at Put hand over eyes like you are looking at something

spectator, inspect, expect, speculate, perspective

4. syn together Grasp hands together in front of you

synchronize, synthesis, syncopate, synergy

5. teneo hold, keep Grab your arm with your hand

contain, content, maintain, tenacious, tenacity, tenant

6. zoon, zoe

animal, life Hands join together and flap like bird’s wings

zoology, protozoa, zoo, zoophobia

Review 6th Grade Vocabulary 7. ante before Point to the ground in

front of you (e.g., to something positioned before you)

antecedent, antebellum, antechamber, anteroom

8. post after Point over your shoulder (e.g., to something positioned after you)

posthumous, posterity, posterior, post haste

9. video/ visum

see, seen Make hands into “binoculars” in front of eyes

evident, visual, visor, video


41

Appendix F, page 9

MAY Teacher Reference

Roots, (Suggested) Gestures, Meanings, and English examples New 7th Grade Core Knowledge Vocabulary

Roots Meanings Gestures Examples 1. curro run Move arms as if running current, cursive, course,

recurrence

2. fero bring, bear Hold hands in front of you as if bearing something

confer, defer, reference, coniferous

3. homos same Draw an “equals” sign in front of you (same as)

homogenous, homocentric, homonym, homomorphic

4. pro before, for Point to area in front of you

proceed, propose, prodigy, proponent, proclaim, proboscis

5. strictus drawn tight Make a pulling motion in front of you as if drawing a rope tightly

strict, constricted, stricture, restriction

6. venio come Make a “come here” motion

event, advent, adventure, venture, prevent, (NOT ventriloquist)

Review 6th Grade Vocabulary 7. minus smaller Hold index and thumb 3”

apart and then move them to ½” apart (make smaller)

diminish, minor, diminutive, minimal

8. pre before Make a circling motion in front of you (as for something that is before you)

predict, prepare, prevail, preposition, predisposed

9. protos first Hold up 1 finger prototype, protozoa, protagonist

10. tele at a distance Extend hand quickly from shoulder to position far in front of you

telephone, television, telescope, telepathy


42

Appendix G, page 1 Name ________________________________ Date______________

7th Grade Vocabulary Greek and Latin Roots: SEPTEMBER Worksheet Fill in all the empty boxes or spaces of the chart. Use your dictionary to make sure an English word truly comes from that root. Root Gk/Ln? Meaning English Words ad

Latin

To, forward

advocate, _____________________

bene

Good, ______

benefit, ______________________

fragilis

fragment, ____________________

re

Latin

return, _______________, __________________

sub

Latin

subject, ________________, __________________

voco

Latin

voice, _____________________

(Review from Grade 6) aqua

Latin

aquarium, aquatic, ________________

decem

Latin

decade, _________________

magnus

magnificent, ___________________

phone

phonic, ________________, __________________

Analyze ADVERB by identifying the roots, meaning(s) and the English definition.

Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________


43

Appendix G, page 2

Name ________________________________ Date______________

7th Grade Vocabulary Greek and Latin Roots: OCTOBER Worksheet Fill in all the empty boxes or spaces of the chart. Use your dictionary to make sure an English word truly comes from that root. Root Gk/Ln? Meaning English Words 1. auto

automobile , _____________________

2. circum

circulate, ______________________

3. hyper

hypertension, ____________________

4. malus

malady, __________________

5. polis policy, ________________, _________________

6. trans transfer, _____________________

(Review from Grade 6) 7. bi

bisect, ________________

8. duo

duplex, _________________

9. tri

triangle, ___________________

10. unus ________________, __________________

Analyze MALICE by identifying the roots, meaning(s) and the English definition.

Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

___________________________________________________________________________


44

Appendix G, page 3

Name ________________________________ Date______________

7th Grade Vocabulary Greek and Latin Roots: NOVEMBER Worksheet Fill in all the empty boxes or spaces of the chart. Use your dictionary to make sure an English word truly comes from that root. Root Gk/Ln Meaning English Words 1. chronos

Latin

chronic, _____________________

2. demos

democracy, ______________________

3. ex

exclaim, __________________ , _________________

4. judex

judge, _______________, __________________

5. pan panorama, ________________, __________________

6. sequor

_____________________

(Review from Grade 6) 7. annus

annual, ________________

8. ge

geology, _______________, ________________

9. micros

microscope, ___________________

10. omnis

omniscient, ________________

Analyze SUBSEQUENT by identifying the roots, meaning(s) and the English definition. Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________


45

Appendix G, page 4

Name ________________________________ Date______________

7th Grade Vocabulary Greek and Latin Roots: DECEMBER Worksheet Fill in all the empty boxes or spaces of the chart. Use your dictionary to make sure an English word truly comes from that root. Root Gk/Ln Meaning English Words 1. celer

accelerate, _____________________

2. finis

final, ________________, _____________________

3. morphe

amorphous, ____________________

4. scribo

scribble, _______________

5. solvo

solution, __________________

6. valeo

valiant, ___________________

(Review from Grade 6) 7. astron

astronaut, _______________________

8. dico, dictum

predict, ________________________

9. photo

photograph, ________________________

10. thermos

thermometer, _______________________

Analyze PREDICT by identifying the roots, meaning(s) and the English definition. Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________


46

Appendix G, page 5

Name ________________________________ Date______________

7th Grade Vocabulary Greek and Latin Roots: JANUARY Worksheet Fill in all the empty boxes or spaces of the chart. Use your dictionary to make sure an English word truly comes from that root. Root Gk/Ln Meaning English Words 1. audio

Latin

Audience, _____________________

2. cresco

Increase, ______________________

3. erro

Error, ____________________

4. jacio

eject, _______________, _______________

5. neos

Greek

neonatal, _________________________

6. tendo

intense, _____________________

(Review from Grade 6) 7. centum

cent, ________________

8. hydor

hydrant, _________________

9. primus

primary, ___________________

10. quartus

quart, ________________, ______________

Analyze INTENSE by identifying the roots, meaning(s) and the English definition. Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________


47

Appendix G, page 6

Name ________________________________ Date______________

7th Grade Vocabulary Greek and Latin Roots: FEBRUARY Worksheet Fill in all the empty boxes or spaces of the chart. Use your dictionary to make sure an English word truly comes from that root. Root Gk/Ln Meaning English Words 1. amo

amorous, _____________________

2. cum

compose, ______________________

3. facio

Effect, ____________, ____________________

4. juro

jury, ________________________

5. pseudos

pseudoscience, ___________________

6. super

Superficial, _____________________

(Review from Grade 6) 7. bios

Biopsy, ________________

8. mega

megaphone, _________________

9. phileo

philosophy, ___________________

10. vita

Vitamin, ________________,__________________

Analyze ADJURE by identifying the roots, meaning(s) and the English definition. Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________


48


7th Grade Vocabulary Greek and Latin Roots: MARCH Worksheet Fill in all the empty boxes or spaces of the chart. Use your dictionary to make sure an English word truly comes from that root. Root Gk/Ln? Meaning English Words 1. ab

abjure, (note difference from “adjure”) _____________________

2. extra

extraterrestrial, ______________________

3. macros

macroscopic, ____________________

4. pedis

pedal, _______________, __________________

5. sentio sensitive, ________________, __________________

6. volvo resolve, _____________________

(Review from Grade 6) 7. monos

monotheism, ________________

8. poly

polygon, ________________________

9. psyche

psychology, ___________________

Analyze ABJURE by identifying the roots, meaning(s) and the English definition. Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

Analyze REVOLUTION by identifying the roots, meaning(s) and the English definition. Root(s):_____________________________________________________________________

Definition:____________________________________________________________________


49


7th Grade Vocabulary Greek and Latin Roots: APRIL Worksheet Fill in all the empty boxes or spaces of the chart. Use your dictionary to make sure an English word truly comes from that root. Root Gk/Ln? Meaning English Words 1. hypo

hypodermic, _____________________

2. manus

manuscript, ______________________

3. specto

expect, ____________________

4. syn

synchronize, _______________, __________________

5. teneo tenacious, ________________, __________________

6. zoon, zoe

Greek protozoa, _____________________

(Review from Grade 6) 7. ante

antechamber, ________________

8. post posterior, _________________

9. video, visum

video, visual, ___________________

Analyze MANUSCRIPT by identifying the roots, meaning(s) and the English definition. Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________ Analyze SYNCHRONIZE by identifying the roots, meaning(s) and the English definition. Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________


50

Appendix G, page 9

Name ________________________________ Date______________

7th Grade Vocabulary Greek and Latin Roots: MAY Worksheet Fill in all the empty boxes or spaces of the chart. Use your dictionary to make sure an English word truly comes from that root. Root Gk/Ln? Meaning English Words 1. curro

current, _____________________

2. fero

confer, ______________________

3. homos

homonym, ____________________

4. pro

propose, _______________, __________________

5. strictus strict, ________________, __________________

6. venio event, _____________________, ____________________

(Review from Grade 6) 7. minus

Minus, minor, ________________

8. pre

predict, __________________, _________________

9. protos

prototype, ___________________

10. tele telephone, ________________, __________________

Analyze RECURRENCE by identifying the roots, meaning(s) and the English definition.

Root(s):______________________________________________________________________

Definition:____________________________________________________________________

______________________________________________________________


51

Appendix H, page 1

Quiz 1: SEPTEMBER Greek and Latin Roots Name _____________________________ Date _______________

Root Meaning 2 English Words AD

1) 2)

BENE 1) 2)

FRAGILIS 1) 2)

RE 1) 2)

SUB 1) 2)

VOCO 1) 2)

Review AQUA 1)

2)

DECEM 1) 2)

MAGNUS 1) 2)

PHONE 1) 2)

Analyze BENEFIT by identifying the roots, meaning(s) and the English definition.

Root:________________________________________________________________________

Definition:____________________________________________________________________

_____________________________________________________________________________


52

Appendix H, page 2

KEY Quiz 1: SEPTEMBER Greek and Latin Roots (30 POINTS Total)

Root Meaning 2 English Words AD to, forward Advocate, advance, adjacent, adverb, add,

adventure, adopt, …

BENE good, well Benefit, beneficial, benediction, benevolent, benefactor,

FRAGILIS breakable Fragile, fragility, fragment, fraction, fracture, fractious

RE back, again Return, react, reply, revise, reiterate, redo, …

SUB under Subdue, subject, subtract, submarine

VOCO call Vocalize, vocal, voice

Review AQUA water Aquarium, aquatic, aqueduct

DECEM ten Decade, decimal, decimate

MAGNUS great Magnificent, magnify, magnanimity

PHONE sound, voice Phonograph, telephone, phonics

Analyze BENEFIT by identifying the roots, meaning(s) and the English definition. Root:_______BENE = good, well_______________________________________________ Definition:___anything contributing to an improvement, an advantage (or any reasonable answer)


53

Appendix I, page 1

Quiz 2: OCTOBER Greek and Latin Roots Name _______________________________ Date ____________________ Root Meaning of Root

(1 point) English word that uses the root (1 point)

1. HYPER

2. TRANS

3. UNUS

4. MALUS

5. BI

6. TRI

7. AUTO

8. DUO

9. CIRCUM

10. POLIS

11. RE

12. BENE

13. Analyze ADVOCATE by identifying the roots, meaning(s) and the definition. (3 points)

Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________

14. Analyze CIRCULATE by identifying the roots, meaning(s) and the definition. (3 points)

Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________


54

Appendix I, page 2

KEY Quiz 2: OCTOBER Greek and Latin Roots (30 POINTS Total) Root Meaning of Root


11. RE back, again React, retry, reply, return, etc.

12. BENE well, good Beneficial, benefit, benediction, etc.

11. Analyze ADVOCATE by identifying the roots, meaning(s) and the definition.

- Root(s):_____AD means “to, toward”, VOCO means “call”_______________

- Definition:_ to speak up for something_(or reasonable answer)_ 12. Analyze CIRCULATE by identifying the roots, meaning(s) and the definition.

- Root(s):____CIRCUM means “around”________________________________

- Definition:_ to move in a circle or circuit_(or reasonable answer)_

1. HYPER over, beyond

hypertension, hyperactive, etc.

2. TRANS across transfer, transcontinental, etc.

3. UNUS one unanimous, unilateral, etc.

4. MALUS bad malady, malice, etc.

5. BI two bisect, bipartisan, biceps, etc.

6. TRI three trilogy, triangle, triple, triplet, triplicity, tripod, etc.

7. AUTO self automobile, autocrat, automatic, etc.

8. DUO two duplex, duplicate, duplicity, etc.

9. CIRCUM around circulate, circumference, circumlocution, etc.

10. POLIS city Metropolis, political, politics, etc.


55

Appendix J, page 1

Quiz 3: NOVEMBER Greek and Latin Roots

Name _______________________________ Date ____________________

Root Meaning of Root (1 point)

English word that uses the root (1 point)

1. ANNUS

2. JUDEX

3. PAN

4. DEMOS

5. OMNIS

6. EX

7. CHRONOS

8. GE

9. MICROS

10. SEQUOR

11. HYPER

12. POLIS

13. Analyze AUTOMATIC by identifying the roots, meaning(s) and the definition. (3 points)

Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________

14. Analyze SUBSEQUENT by identifying the roots, meaning(s) and definition. (3 points)

Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________


56

Appendix J, page 2

KEY Quiz 3: NOVEMBER Greek and Latin Roots (30 POINTS Total)



1. ANNUS year

annual, anniversary, etc.

2. JUDEX judge judge, prejudice, judicial, etc.

3. PAN all panorama, panacea, Pan-American, Pan-German, etc.

4. DEMOS people democracy, epidemic, [not “demonstrate], etc.

5. OMNIS all omnipotent, omniscient, omnipresent, etc.

6. EX from, out of exclaim, exhaust, express, expect, etc.

7. CHRONOS time chronological, chronic, chronometer

8. GE earth geology, geography, geometry, etc.

9. MICROS small microscope, microfilm, microcosm, etc.

10. SEQUOR follow sequel, ( NO CREDIT for “subsequent” which is listed below), etc.

11. HYPER over, beyond hypertension, hyperactive

12. POLIS city Metropolis, political

13. Analyze AUTOMATIC by identifying the roots, meaning(s) and the definition. (3 points)

- Root(s):__AUTO means “self”_________________________________________

- Definition: something that seems to move itself_(or reasonable answer)

14. Analyze SUBSEQUENT by identifying the 2 roots and the definition. (3 points)

- Root(s):__SUB means “under”, SEQUOR means “follow”_________________

- Definition:_something that comes after_(or reasonable answer)________


57

Appendix K, page 1

Quiz 4: DECEMBER Greek and Latin Roots

Name _______________________________ Date ____________________



1. SOLVO

2. MORPHE

3. VALEO

4. SCRIBO

5. ASTRON

6. THERMOS

7. PHOTO

8. DICO, DICTUM

9. CELER

10. FINIS

11. PAN

12. JUDEX

13. Analyze DISSOLVE by identifying the root and the definition. (3 points)

Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________

14. Analyze BENEDICTION by identifying the 2 roots and the definition. (3 points)

Root(s):_____________________________________________________________________

Definition:____________________________________________________________________

____________________________________________________________________________


58

Appendix K, page 2

KEY Quiz 4: DECEMBER Greek and Latin Roots (30 POINTS Total) Root Meaning of Root


1. SOLVO loosen

solution, dissolve, solvent, etc.

2. MORPHE form metamorphosis, amorphous, mesomorph, etc.

3. VALEO be strong prevail, valiant, valor, value, etc.

4. SCRIBO write scribble, inscribe, scribe, Scripture, manuscript, etc.

5. ASTRON star astronaut, astronomy, astral, aster, etc.

6. THERMOS heat thermostat, thermometer, photothermic, etc.

7. PHOTO light photograph, photon, photocopy, etc.

8. DICO, DICTUM say dictation, dictionary, edict, dictator, predict, etc.

9. CELER swift accelerate, deceleration, celerity, etc.

10. FINIS end confine, finality, finish, define, finite, etc.

11. PAN all panorama, panacea, Pan-American, Pan-German (history) , etc.

12. JUDEX judge judge, prejudice, judicial, etc.

13. Analyze DISSOLVE by identifying the root and the definition. (3 points)

Root(s):__SOLVO means loosen______________________________________________

Definition:_ to melt or liquefy (or a reasonable answer)______________

14. Analyze BENEDICTION by identifying the 2 roots and the definition. (3 points)

Root(s):_BENE means “good” / DICTUM means “said”___________________________

Definition: something said that is good or is a blessing (or a reasonable

answer)________________________________________________________


59

Appendix L, page 1

Quiz 5: JANUARY Greek and Latin Roots

Name _______________________________ Date ____________________



1. PRIMUS

2. CENTUM

3. ERRO

4. TENDO

5. NEOS

6. AUDIO

7. CRESCO

8. HYDOR

9. QUARTUS

10. JACIO

11. CELER

12. MORPHE

13. Analyze FINITE . (3 points)

Root:_______________________Meaning: ____________________________________

Definition: _________________________________________________________

14. Analyze ERRATIC by identifying the root and the definition. (3 points)

Root:_______________________Meaning: ____________________________________

Definition:_________________________________________________________

________________________________________________________________________


60

Appendix L, page 2

KEY Quiz 5: JANUARY Greek and Latin Roots (30 POINTS Total)

Root

Meaning of Root (1 point)


1. PRIMUS first

primary, primitive, primogeniture, prime, primate, etc.

2. CENTUM hundred century, cent, percent, etc.

3. ERRO wander, stray error, erratic, knight errant, inerrant, etc.

4. TENDO stretch tension, intense, detention, tendon, etc.

5. NEOS new neophyte, Neo-Classical, neon, neonatal, neologize, etc.

6. AUDIO hear audience, inaudible, auditory, etc.

7. CRESCO grow increase, decrease, crescendo, etc.

8. HYDOR water hydrant, hydroelectric, hydration, etc.

9. QUARTUS fourth quart, quarter, quadrant, quartet, etc.

10. JACIO throw eject, interject, trajectory, etc.

11. CELER swift accelerate, deceleration, celerity, etc.

12. MORPHE form metamorphosis, amorphous, mesomorph, etc.

13. Analyze FINITE by identifying the root and the English definition. (3 points)

Root(s):_FINIS means “end”___________________________________________________

Definition:_something that ends (or does not go on forever, etc.) _____________

14. Analyze ERRATIC by identifying the root and the English definition. (3 points)

Root(s):_ERRO means wander________________________________________________

Definition:__ moving unpredictably or wandering around (or a reasonable answer)


61

Appendix M, page 1

Quiz 6: FEBRUARY Greek and Latin Roots

Name _______________________________ Date ____________________



1. JURO

2. PSEUDOS

3. FACIO

4. CUM

5. NEOS

6. SUPER

7. PHILEO

8. MEGA

9. BIOS

10. VITA

11. AMO

12. TENDO

13. Analyze AMIABLE by identifying the roots, meaning(s) and the definition. (3 points)

Root:_________________________Meaning: ________________________________

Definition: _____________________________________________________________

14. Analyze HYDROTHERMIC by identifying the roots and definition. (3 points)

Root + Meaning:1)______________________________2) ____________________________

Definition:___________________________________________________________________

____________________________________________________________________________


62

Appendix M, page 2

KEY Quiz 6: FEBRUARY Greek and Latin Roots



1. JURO swear jury, perjury, adjure, juror, etc.

2. PSEUDOS lie pseudonym, pseudomorph, pseudoclassic, etc.

3. FACIO make effect, affect, manufacture, (not face, facial) , etc.

4. CUM with compose, accommodate, accumulate, etc.

5. NEOS new neophyte, Neo-Classical, neon, neonatal, neologize, etc.

6. SUPER above superficial, superlative, supreme, superior, insuperable, etc.

7. PHILEO love philosophy, philanthropic, hydrophilic, etc.

8. MEGA large megaphone, megalomania, megapod

9. BIOS life biology, biographic, biopsy, biogenesis, etc.

10. VITA life vitamin, vitality, vital, vitascope, etc.

11. AMO love amiable, amorous, amity, etc.


13. Analyze AMIABLE . (3 points)

Root:__AMO____________Meaning: __Love___________________________

Definition: _____friendly_______________________________________________

14. Analyze HYDROTHERMAL by identifying the roots and the definition. (3 points)

Root + Meaning:1)_HYDOR means water____2) _THERMOS means heat___________

Definition:_having to do with hot water____________________________


63

Appendix N, page 1

Quiz 7: MARCH Greek and Latin Roots

Name _______________________________ Date ____________________



1. MACROS

2. EXTRA

3. AB

4. PSYCHE

5. SENTIO

6. FACIO

7. PSEUDOS

8. MONOS

9. PEDIS

10. VOLVO

11. POLY

12. CUM

13. Analyze BIPED. (3 points)

Roots + Meaning:1) _____________________________2)____________________________

Definition: ____________________________________________________________

14. Analyze REVOLVE. (3 points)

Roots + Meaning:1)______________________________2) ____________________________

Definition:______________________________________________________________


64

Appendix N, page 2

KEY Quiz 7: MARCH Greek and Latin Roots



1. MACROS long macrocosm, macron, macroscopic, macrograph, etc.

2. EXTRA outside extravagant, extraordinary, extracurricular, extraterrestrial, etc.

3. AB away, from abnormal, absent, abjure, etc.

4. PSYCHE soul, mind psychology, psychiatry, psychic, etc.

5. SENTIO feel sensation, sensual, sentry, sensitive, sensory, etc.

6. FACIO make effect, affect, manufacture, (not face, facial, etc.) , etc.

7. PSEUDOS lie pseudonym, pseudomorph, pseudoclassic, etc.

8. MONOS single monologue, monarch, monopoly, monotheism, etc.

9. PEDIS foot pedal, biped, pedestrian, megapod, podiatrist, etc.

10. VOLVO roll revolve, evolve, revolution, revolver, etc.

11. POLY many polygon, polygamy, polyglot, polygraph, etc.


13. Analyze BIPED . (3 points)

Roots + Meaning:1) _BI means “two”________2)__PEDIS means “foot”______________

Definition: ______having 2 feet__________________________________________

14. Analyze REVOLVE. (3 points)

Roots + Definition:1)__RE means “again”___________2) ____VOLVO means “roll”___

Definition:___spin or turn around______________________________________________


65

Appendix O, page 1

Quiz 8: APRIL Greek and Latin Roots

Name _______________________________ Date ____________________



1. ZOON, ZOE

2. VIDEO, VISUM

3. POST

4. SYN

5. TENEO

6. SPECTO

7. ANTE

8. HYPO

9. MANUS

10. SENTIO

11. CUM

12. MACROS

13. Analyze EXTRAORDINARY . (3 points)

Root:_______________________Meaning: ____________________________________

Definition: _________________________________________________________

14. Analyze ABNORMAL . (3 points)

Root + Meaning:______________________________ ____________________________

Definition:_________________________________________________________

________________________________________________________________________


66

Appendix O, page 2

KEY Quiz 8: APRIL Greek and Latin Roots



1. ZOON, ZOE animal, life zoology, protozoa, zoo, zoophobia, etc.

2. VIDEO, VISUM see, seen evident, visual, visor, video, etc.

3. POST after posthumous, posterity, posterior, post haste, etc.

4. SYN together synchronize, synthesis, syncopate, synergy, etc.

5. TENEO hold, keep contain, content, maintain, tenacious, tenacity, tenant, etc.

6. SPECTO look at spectator, inspect, expect, speculate, perspective, etc.

7. ANTE before posthumous, posterity, posterior, post haste, etc.

8. HYPO under, beneath

Hypodermic, hypothesis, hypothermia, etc.

9. MANUS hand manuscript, manufacture, maintenance, etc.

10. SENTIO feel sensation, sensual, sentry, sensitive, sensory, etc.


12. MACROS long macrocosm, macron, macroscopic, macrograph, etc.

13. Analyze EXTRAORDINARY . (3 points)

Root + Meaning:__EXTRA___means____”outside”__________________________

Definition: __out of the ordinary______________________________________

14. Analyze ABNORMAL . (3 points)

Root + Meaning:__AB means “away” or “from”________________________________

Definition:___not (“away from”) normal___________________________________


67

Appendix P, page 1

Quiz 9: MAY Greek and Latin Roots

Name _______________________________ Date ____________________



1. HOMOS

2. VENIO

3. CURRO

4. PRO

5. STRICTUS

6. TELE

7. PROTOS

8. PRE

9. MINUS

10. FERO

11. TENDO

12. SYN

13. Analyze EXPECT . (3 points)

Roots + Meaning:1) ____________________________ 2)_____________________________

Definition: _________________________________________________________

14. Analyze ADVENTURE by identifying the roots and the Definition. (3 points)

Root + Meaning:1)______________________________2) ____________________________

Definition:_________________________________________________________

________________________________________________________________________


68

Appendix P, page 2

KEY Quiz 9: MAY Greek and Latin Roots



1. HOMOS same homogenous, homocentric, homonym, homomorphic, etc.

2. VENIO come event, advent, adventure, venture, prevent, (NOT ventriloquist) , etc.

3. CURRO run current, cursive, course, recurrence, etc.

4. PRO before, for proceed, propose, prodigy, proponent, proclaim, proboscis, etc.

5. STRICTUS drawn tight strict, constricted, stricture, restriction, etc.

6. TELE at a distance telephone, television, telescope, telepathy, etc.

7. PROTOS first prototype, protozoa, protagonist, etc.

8. PRE before predict, prepare, prevail, preposition, predisposed, etc.

9. MINUS smaller diminish, minor, diminutive, minimal, etc.

10. FERO bring, bear confer, defer, reference, coniferous, etc.


12. SYN together synchronize, synthesis, syncopate, synergy, etc.

13. Analyze EXPECT . (3 points)

Roots + Meaning:1) _EX means_”from” or “out of”_ 2)_SPECTO means “look at”___

Definition: __to look forward to (or a reasonable answer)____________________

14. Analyze ADVENTURE by identifying the roots and the Definition. (3 points)

Root + Meaning:1)_AD means “to” or “forward”___2) _VENIO means “come”____

Definition:___an unusual experience [that comes to you] (or a reasonable answer)

moving with your roots - core knowledge foundation · 2005 core knowledge® national conference,...

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